LONGMAN

EXAM
ACCELERATOR
Teacher's Book
classroom and self-study prep aration
for all B2 level exams
Marta Uminska | Dominika Chandler

ALWAYS LEARN IN G PEARSON

LONGMAN
EXAM
ACCELERATOR
Teacher's Book
classroom and self-study preparation
for all B2 level exams
Marta Uminska | Dominika Chandler
J

В I ntroduction

В T eaching notes • U nit 1

DO T eaching notes • U nit 2

В T eaching notes • U nit 3

IB T eaching notes • U nit 4

IB T eaching notes • U nit 5

IB T eaching notes • U nit б

В T eaching notes • U nit 7

В T eaching notes • U nit 8

В T eaching notes • U nit 9

В T eaching notes • U nit 1 0

В T eaching notes • U nit 11

В T eaching notes • U nit 12

В T eaching notes • E nglish and the arts

В P hotocopiable material

В T ests • V ocabulary

В T ests • U se of English

A nswer key • T ests • V ocabulary

A nswer key • T ests • U se of English

 Reference Part nil
ilibffiHlj
' t^ : . 1**t': *1> :- "■ ;:-l ■ •' . 1 . . ...
• The structure of the Reference Part reflects the structure o f a typical school-leaving exam at B2 level - a separate section is devoted to
, V ; 4 *5'•Г*:::fі}lІїїІ*г!І*їіі:і:*'Г-•j iffli
each part ofi thejexam.
• |j«|| || • '
• The Reference Part includes:
□ inform ation about typical exam task types and an explanation of exam strategies
□ useful phrases and relevant functional language
; □ exercises and typical exam tasks which can help students put the vocabulary and exam tips into practice
□ sample w ritin g tasks, text models and extensive lists of useful phrases

• The Reference Part is primarily intended for self-study. However, as it is closely linked to the Thematic Part, it can also be used in class.
The teacher can refer to it while discussing particular topics from the Thematic Part.

Lexical-grammatical Part
' ' ' '■■;-"іІ? ::.::**і': ;’_t*!•;: ■:':» ‘.j::■' : : r: : • •
. ' - ■.: ■ ■ ■ : •• • , ■,:. ■' . ' . '
і The Lexical-grammatical Part offers extensive practice of the Use o f English part of the exam. It covers task types and structures th a t are
typically found in this part o f the exam,
• Each section in this part of the book offers extensive practice of the structures which are most commonly tested in the given type of exam
rask and includes tw o typical exam tasks.

Thematic Part И!.-., jiuiijtt;

The Thematic Part consists o f twelve units covering typical exam topics, which allows for organised revision o f the material and offers!
extensive practice o f all types of most common exam tasks in a relevant context.
It has a definite lesson-like feel to it, offering complete and logical lessons.
It is geared towards practical use of the language. Thus it helps to avoid unnecessary repetition of the same exam information in each unit
o f the book. ІЩЩШ
Every unit includes a Word Bank with a phonetic transcription which can be a very useful revision tool before the exam.
'-
examwoRKOUT tasks help students apply and activate proper exam strategies to solve specific exam tasks, or provide them with
tfie’ne’cessary language to do so. * 1 ms-

examTASic exercises allow students to, solve typical exam tasks in an exam-like context. ІІШіШШш
' / ЩШФкИїїНр : . " 1 ■
The examwoRKOUT and examTASK exercises are clearly linked to the strategies from the Reference Part. P i l l 111
• O • • O• • • О . » О • • О О• • • « • О• О = . ЫШи •. ' ' .И I I I
:і 1: * '■ ^ ; f: j ; j *;•-*»;; і і t : і іі г ;:: 1 J«• ‘ j * ; : *і ’ ;: ‘ І і - •» f • - і ;! ■. . -. r l U ‘ ; v, If; -ці
A t the end of each unit there are Quick Revision sections, revising vocabulary and phrases from the given unit.
The Englishand the Arts section enhances students' perception of the Cultural element in the English language.
ifc liill]
'• Ш и і
iiii iHhhi -

Key
The Key section o f the Students' Book contains the answers to th e exercises fro m the Reference Part and the
Lexical-gram m atical Part.

Tapescript
The Tapescript contains the scripts o f the recordings fro m the Students' Book.

CDs
The CDs contain the recordings fro m th e Students' Book.

2
• The Teacher's Book contains references to those sections of the Reference Part that can be used in class while working
on the material from the Thematic Part.

Use of English tests

• This section of the Teacher's Book contains four Use o f English tests with the answer key. Each test is relatec to one of
the task types from the Lexical-grammatical Part.

Thematic Part

• The Teacher's Book contains teaching notes for every u n it of the Thematic Part, including:
□ advice on how to set up particular exercises
□ ideas for warm-up tasks
□ additional vocabulary inform ation and revision activities
□ suggestions for additional reading
□ Culture Notes related to topics from the Student's Book
□ the Key to all the exercises from the Thematic Part of the Students' Book

Photocopiable material

• This section o f the Teacher's Book contains twelve photocopiable activities (for each unit of the Thematic Part)
with detailed teaching notes.
The photocopiable exercises are related to the Vocabulary section o f each unit.

Vocabulary tests

• This section of the Teacher's Book contains twelve vocabulary tests with the answer key.
Each test is related to one unit from the Thematic Part.
Reference part
The Reference Parc is intended mainly for self-study, and - as the name
suggests - for reference while working on exam tasks in the Thematic
Part. Ic can also be used for quick revision before the exam. It contains
a systematic presentation o f the different components usually found
in school-leaving examinations ас B2 level - Listening, Reading, Use o f
English, W riting and Speaking - and the types of tasks studencs may
come across in each component.
Ic will help the students if the teacher tells them at the beginning of
the school year which task cypes occur in the exam they are preparing
for. They could flag those task types in the Reference Section.
Lexical- grammatical part
The Lexical-grammatical Part offers extensive practice o f the Use o f
English pare of che exam. This pare o f the book is divided into four
sections, each o f them focusing on a different type o f exam cask: '
M ultiple Choice, Sentence Transformations, Open Cloze and W ord
Building. Each section reviews lexical and grammatical structures that
are typically tested in the given type of exam task as well as including
tw o typical exam tasks.
The table below lists the lexical and grammatical structures covered in
each section.

W
r it t e n 1Ex a m Section Lexical and gram m atical structures

Listening, Reading, Use of English M u ltip le Choice • tenses (grammatical tenses, reported
These three sections have a very similar structure. In each o f them speech, the passive)
studencs will first find general information and guidelines. Those are • modal and auxiliary verbs
followed by sub-sections on different task types. Each sub-section • determiners and quantifiers
contains task-specific tips, one exam task and a 'task analysis' exercise • prepositions
illustrating how the tips work in practice. • linking words
W riting ■ synonyms
This seccion also starts with general guidelines on writing, followed • collocations
by eight sub-sections on different cext types. Each o f che sub-sections • phrases and expressions
contains w riting tips, an exam task with a model response, and a 'task
Sentence ■ reported speech
analysis' exercise. There is a lisc o f useful words and phrases for each
Transformations • the passive and have/get something done
text type for students at che end o f che section.*•
• conditionals
• grammatical tenses
• inversion
This section starts with general tips on preparing for and taking oral
• wishes, advice and suggestions
exams, followed by five sub-sections on the different types of exam
• structures with / wish and / / only
tasks. Each sub-section contains a description o f the task, task-specific
• linking words
tips, one or two exam tasks wich a recorded sample answer, and
• modal verbs (referring to the past)
'task analysis’ exercises. A t the end there are lists o f useful words and
• verb patterns
phrases for each task type.
■ phrasal verbs
When is the right time to cover the Reference Part ? Open Cloze • modal and auxiliary verbs
It is recommended that students familiarise themselves w ith the • articles
section related to each type o f exam task before they first meet that • prepositions
type o f cask in the Thematic Parc One way o f achieving this is to start • linking words
the school year by working through all o f the Reference Part, o r rather • collocations
through all the task types that are relevant to your studencs (i.e. the • idioms, phrases and expressions
cypes o f tasks which occur in the exam that your class is preparing • phrasal verbs
for). This, however, mighc prove a bit monotonous unless interspersed
with more light-hearted activities. Another way is to ask students to W ord Building ■ prefixes and suffixes
read up only the specific task types they will soon encounter in the
Thematic Part. For example: In each section scudents will first find information about the given
• Before starting Unit 1, ask scudencs to work through the following: exam cask as well as some general guidelines. Those are followed by
the examples o f structures thac are most commonly tested in the
=> The general information and guidelines on reading on page 12;
given type o f task, including a exercise allowing .
Reading - matching on page 12;
studencs to tesc their knowledge in a controlled way. Next, there is
The general information and guidelines on listening on page 8;
a set o f exercises reviewing these structures and showing the studencs
=> Listening - mulciple choice on pages 9-10.
how they could be incorporated into the given exam task type. Finally,
• Before covering the section on Word Building in Unic 1 on page G2,
there are two typical exam tasks of the given type at the end of each
ask students to study the relevanc section o f the Lexical-grammatical
section, which enables studencs to test their knowledge in an exam­
Part on pages 52-5G.
like context.
■ Before starting the Speaking section in Unit 1 (page 63), ask scudents
to read the tips on presenting your opinion (page 3G) and to listen to
che model presentation. When working on che mini-presentation in
U nit 1, students may refer со the lisc of phrases on page 38.
• Before starting the W riting section on page 63 in Unit 1, ask students
to read the general guidelines on writing on page 24 and the section
on descriptions on page 2G. Encourage students to use the lisc of
phrases on page 33 when working on their descriptions.
The same procedure should be applied to other units, uncil students
have worked through the entire Reference Parc. The model texts and
the lists o f phrases should be used for reference whenever working
through a W riting section, and the lists of phrases for the oral exam
should be used whenever working on oral tasks.

4

Thematic part
“ his part of the book is intended mainly as classroom material,
although there are parts which are best set as homework.
“ he quotations at the start of each unit can be used for speaking
oractice: students may prepare (or improvise) short presentations,
saying how they understand the quotation and whether they agree
.'.ith it. This can be done as a lead-in to the topic, or while you are
.corking on the Speaking section, or at any time when you have
five minutes left at the end o f a lesson. Alternatively, some o f the
quotations can be used as starting points for discussion.
КШ Ш Ш
All the Vocabulary sections can be covered in class or set as
-omework (with the exception o f exercises which require students
:o talk in pairs). A mixture of the two will probably work best. If the
section is done at home and checked in class, the speaking exercises
лгіІІ provide a break from the monotony of going over the answers.
Remind students to use the Word Banks to help them. There are two
qasicways to do this:
• When doing closed exercises (choosing the right word, matching),
start by doing the exercise and refer to the Word Bank when not sure
of the answer.
• When doing open-ended exercises, especially those featuring
sophisticated vocabulary, start by studying the relevant section of
the Word Bank.
e xa m w o R K O U T
Tasks with this heading are designed to provide guided step-by-
step preparation for all types o f exam tasks, each time focusing on
a different strategy, technique or tip.
exam task
Tasks with this heading are exercises allowing students to solve typical
exam tasks in an exam-like context.
iA PIN G A N D LISTENING
The sections devoted to receptive skills are designed as lesson
material. 'Pure' exam tasks are accompanied by a variety o f lead-in and
follow-up exercises, the latter usually involving speaking practice and
vocabulary work. If you are short of time, the actual reading can be set
as homework.
If a reading or listening task is preceded by an examwoRKOUT
section, the strategy or tip practiced in that section is also applicable
to some of the questions in the main exam task.
As the reading exam tasks are intended to imitate the exam as closely
as possible, they are not preceded by exercises which would require
students to read for gist. However, it is a good idea to remind students
that they should read the whole text once for general understanding
before they do the exam tasks. If you wish to start off any of those
tasks with reading for gist, appropriate questions for each text are
provided in the teaching notes.
ISE OF ENGLISH
All Use o f English sections contain examwoRKOUT tasks which focus
on specific grammatical or lexical p’oin’ts.'the teaching notes will refer
to the corresponding sections in the Lexical-grammatical Part, which
you may choose to do before or after the Use of English sections from
the Thematic Part.
'PEAKING
Each Speaking section focuses on one of the types of exam tasks
described in the Reference Part: talking about photos, discussion, role
play and speaking on a set topic (including presenting your opinion
and narrating or describing).
The aims of the preparatory exercises include:
• analysing the requirements of the task,
• considering a 'bad' model response and analysing its shortcomings,
• considering a good model and what makes it successful,
• structuring a response,
• preparing the language necessary to deal effectively with the task,
• the students assessing each other's performance.
When doing the exam tasks in pairs, one student will take on the role
of the examiner. You may wish to remind students that the examiner's
role is to utter only minimal prompts, while the candidate should try
to say as much as possible.
Ш И
All W riting sections contain examwoRKOUT tasks, in which students
are invited to consider and d's"c’u’s’s’va"n6tis "features o f good writing.
The examwoRKOUT should be done in class and the w riting itself set
as homework. Most W riting sections contain tw o tasks: one is used
for the workout and the other one is intended to be set as homework.
However, you may wish to allow students to choose the task they
prefer.
When working on the W riting sections, students should refer to the
relevant text models and lists of phrases in the Reference Part.
Щ С К REVISION
Revision is the key to remembering new vocabulary. The materials in
the Student’s Book and in the Teacher's Book provide you with three
ways to revise the vocabulary from any given unit.
1 A t the end of each unit, on the spread which contains the Word
Bank there is one column of short, light-hearted questions designed
to help students revise vocabulary. That is the Quick Revision. This
section can be used to fill the last five minutes o f a lesson or set as
homework. In class, students may do it individually or quiz each
other in pairs. An alternative way is to have students work in teams
of two or three: the first team to answer all the questions correctly
wins.
2 A t the end of the teaching notes for each unit in this Teacher's Book
there is a revision activity focusing on vocabulary.
3 The photocopiable activities for each unit focus on vocabulary
revision and speaking.
IEnclish and THE arts
Towards the end of the book (on pages 154-159) there are three
culture sections entitled English and the Arts. They are intended to
give the students a feel for the cultural element in language and the
influence o f the arts on language. Each of these sections is organised
around a specific idea. The first presents the wealth of idioms created
by Shakespeare, which many contemporary speakers of English use
w ithout being aware of their origin. The second focuses on cult lines
from films which have entered everyday language. The third and last
section deals with literary characters whose names and characteristics
are familiar to all native speakers. What the three topics have in
common is that the cultural influences described and the linguistic
features that have arisen from them are part o f the shared heritage of
English speakers and of their common language.
The culture sections are meant to provide a break from the incessant
exam practice. They are intended to be informative but light-hearted
and they contain no exam tasks. They may be used at any point during
the school year.
[Language a n d culture
Throughout the book, І И І Ш И Д І 'и ч ч Д І Я boxes provide bits of
information which lie somewhere on the border between language
and culture, for example on such institutions as the Open University
or Consumer Direct.
PPIT1QNAL REAPING
Advanced level students should be exposed to a variety of literary
texts. For copyright reasons, few such texts can be reproduced in
a coursebook. After the teaching notes for each unit you will find
suggestions for additional reading: short stories, extracts from novels,
an occasional poem. Most o f the texts can be found on the Internet.
R
I ntroduction
How TO U SE T H E T H E M A T IC PART?

The quotations at the start of each unit can be used for speaking practice or as starting
points for a discussion.

The Vocabulary section o f each

unit aims to review the vocabulary
related to the given exam topic.

More Word Building exercises

can be found in the Lexical-
grammatical Part.

U n it 3 (Sc h o o l ), pa ces 74 -75

The Reference Part contains general tips as well as task-specific strategies, typical exam
tasks and task analysis exercises. It can be referred to at any time while working on the
exam tasks in the Thematic Part or used for revision before the exam.

The examTASK exercises are

typical exam tasks, allowing
students to test their knowledge
and practise their skills in an
exam-like context. They are
accompanied by lead-in and
follow-up exercises, involving
speaking and vocabulary work.
т ь е ш ш ш в я з а и 331 boxes
provide information on the border
o f language and culture.
4i
I Youaregoingto readabout anunusual school,
didbadlyat school orat collage?Tellthemto the thefollowingIdeascomefromthetext.Inpain
trytoguesswhatroletheymightplayInthe
Л Youarcgoingtohear peopletalkingaboutfamous
individualswhodidbadlyat schoolandinexams.
•trappedinadoudofbubbles
Whatdayouthinktheymightsayaboutthe
following? . creatingschool buildings
seseZengarden
I - thesyllabus •report cards
•crams
Ш droppingoutofcollege
-dyslexia
•daissires
examTASK
statementsA-E.Thereis
oneextrastatementthatyoudonotneed.
A Peoplewithcertainlearningdifficultiesfindcerta
typesofexamtasksdifficult.
C beforeintroducingthemrotherealworld
Dinwhichmorethanfivemillionplayersworldwide
createavirtualsociety
E what theyaretryingout Inthevirtualworldtoday
f whenyoudonThavefacial expressionstohelpyou
C svithoutwaitingfor permission
itsappealtoyou?Whichdon't?
Why?/Whyno
0 Complete these que
0 HowfardoyouagreewiththefollowingIdeas
expressedbythespeakers?Discussyourviews in ? Doyouthinkit'sit
pairsorsmallgroups.
2 Whatsortofexperiencesandactivitiescan
li. yourconfidence?
3 WhatwasthemostImpressiveexperiment you've
4 Foryou.whatisthemostcomfortable
environmentinwhichyoucan_______through
A SECOND LOOK AT SCHOOL LIFE
The rest day at a new school ts neveb easy.
You'rewearingnewclothesbut you'renotsureIf the
astronaut helmet matches your kill. Your teacher
hoversabovethefloor, waitingforthefinal stragglers
to arrive. A missing classmate eventually tirms up
twentyminuteslateshe'dbeen trappedinadoudof
bubbles. Welcome (o school life - InSecond life.
Second Life - the online3Dcomputergame 1__
- is being used to teach teenage pupils as part of
■Schomc':aprojectsetupbyPeterTwining,directorof
thecentreforcurriculumandteachingstudiesat the
OpenUniversity. The mainaims ofSchomc (School
+ Home) ate to overcome the problemswithin ihc
currenteducationsystemandtodevelopabetterway
ofleamlng forthe21*century.
Initially, DrTwining andhiscolleaguesspent six
monthstryingtogetyoungpeopletosuggestcreative
ideasforneweducationsystems,buttheresultswere
disappointing. Then they realised that the virtual
world of Second Life offers abetter way to test new
designs and ideas *’__, In a traditional classroom.
everyoneknowswhattherulesare.whattheteachers
and pupils are supposed to da But in a school in
a virtual world you can challenge the established
rules,andstudentscancontrol what theydo inaway
that wouldbetoo expensiveor difficult inreality.
Scheme Park is a private island inTeen Second
Life, which is restricted to those under the age of
eighteen. In a conventional workshopthe kids turn
upandwait to be toldwhat to dmbutinworkshops
in Schome Park, the kids might come in, stay for
awhile toseeif they'reinterestedinthesubject, and
if not, fly off 1__.They’re not just skipping lessons,
they'rebusy: creatingschool buildingsand scripting
scenarios for other workshops and activities. As
a result, the classes arequite unusual: Archaeology
classeswhich takeplaceonarecreationof Hadrian's
Wall-, Physicsexperiments to calculate thevalueof
gravitywithinSecondLife, andPhilosophyseminars
set inaJapaneseZengarden.
InSchomeParknobodyknowswhoyoureallyarc.
Youon changethe appearanceofyour avalar - the
character)uuplayintheworld-'_.Thisanonymity
meansthatthestudentsarclessworriedaboutmaking
mistakesandsofed freetobemorecreative,andthis,
in turn, builds their confidence. T have never met
any of these children in teal life,1says Dr Twining.
'АПI knowistheiravatar. Myguessis thosechildren
areprojectingthemselvesassomethingthey’rereally
not.And that'sveryliberating.'
Reactionfromthepupilshasbeenoverwhelmingly
positive. Theyhavediscovered thatlearningisn'tjust
is vital ’__: and that teamwork is csscnliaL They
canalso run experiments that in real fife would be
impossible, for examplewithgiant pendulums. One
SParker wrote 'Everyone has their own Ideas and
contributions and Schome Park allows everyone to
makethesecontributions withconfidence. Scripting
and building both encourage yuuto thinkthrough
problems andtotrynewwaysofdoing things.'
And that is jast what Schome is: a new way of
textingideas for anewtype of education. And *__
maywell be what well all be doing in thereal wotld

76 77

U n it з (Sc h o o l ), pa ces 76 -7 7

6
 The Reference Part offers extensive practice o f the Use o f English part o f the exam,
including sections focusing on typical exam task types (M ultiple Choice, Sentence
Transformations, Open Cloze and Word Building). It can be referred to at any time while
working on the exam tasks in the Thematic Part or used for revision before the exam.
Speaking sections focus on the exam
task types described in the Reference

on Part and contain examrASK exercises

and e x a m workout tasks, helping
cxamwoRKOUr examwoKXOUT examwo.vxour students to analyse the requirements
^ education! Inimjll groupi try torecalleverything
youknowaboutit. ThenreadtheteatIntheexam
taskbelow. Doestheideaappealtoyou! ф Readtheexamtaskbelowandtwostudents' o f the exam task and sample answers,
appropriate?Whatissvrongwiththeotherone!
and to structure their own responses
Insomeschoolsstudentsaddresstheirteachersby
theirfimnames.Writeanessaygivingtheprosand
ф Readtheargumentsbelowand consolthissituation. as well as prepare the language
'FOR' or‘AGAINST. Aretheyth,
arguments!
theirfiret names.IbeBevetie»І»agoodwayо necessary to do the exam task.
1 Shecarriedon... creatingаfriendly.at
2 Sheattempted... 5A willahomeschooler study
3 Welether... В ahomeschoolerwill study
C ahomeschoolerdoesstudy f Onlypeoplewhowanttoloomwoddgotoschool, 1
D doesahomeschoolerstudy sothey’dbemotivatedtostudyharder.

ф PutthefollowingJumbled:
a ofsolvingquadraticequations. Ш f Fewerpeoplemightbeeducated,butthey'dbe ( 2 said/advantages/be/both/thii /can/custo
c tosolvequadraticequations [bettereducated
3 and/what/this/are/arguments/the/for/
PeoplewhoarenotinterestedInacademic |
subjectscouldlearnausefuljobthattheyenjoy
I A day in the life o f a homeschooler ardwouldbehappydoingIt.
All W riting sections contain
Ona farmin West Virginia anyof them. Webelievedlhalwith chuuscmaterialsthatfitthdr needs
Abigail. 13.andherbrotherEthan. anindividualapproach,ourchildren fromthewiderangeprovidedby examwORKOifT tasks reviewing
15,haveJustgotup.They'refeeding wsruidhaveachancetoexedatthdr homcschooilngorganisations.Some
thdr horses. Afterbreakfastlhcy'11
gobird*watching.TheyUthat
bestsubjectsandreceiveenoughhelp
intheweakerareas.Oncewc tried.
createthdrnwncurriculum,
Я Manyhmncschooiingfamilies various features o f good writing and
wediscoveredit wasevenbetterthan Jointogetherin*homcschoo!i
theirjournalsandspend(herestof wedexpected.It'sthriffinginbeable Theyorganisesomelessonstc exam M SK exercises to be set as
themorning1._____ _ thebooks totvitnesxandguideyourchild's
ibey'vechosenthismontleAbtdwfi development-'
(Abigail) andCorth21(Ethan). After Я Whodecideswhal ’______ ? homework. When working on the
lunch, Abigail isgoingloworkon Somefamiliesfollowthesame
herpaintingofLadyMacbethand
Ethanwill canyon:______ anew
curriculumasaschoolwould. W riting sections, students should refer
websitefur thdrridingdub.
Я AbigailandEthanaren't onholiday. to the text models and useful phrases
Theybelongtothesteadilygrowing
groupof childrenand
whoarebeingeducatedі
in the Reference Part.
hnmcschouied.Theirmotherrecalls
howtheirfamilymadeIhedecision

U n it 3 (Sc h o o l ), pages 78 -79

The Word Bank contains a list o f vocabulary from the given unit with a phonetic
transcription and can be used with the relevant exercises in the Vocabulary section or as
a revision tool.

Quick Revision are short, light-hearted

questions designed to help students
revise vocabulary, accompanied by
revision activities and photocopiable
exercises in the Teacher's Book.

U n it 3 (Sc h o o l ), pages 80-81

 і People
W a r m - up шшт> Them atic Part pages 60-61
A sk everybody to th in k o f a person the y like and w rite do w n
Before sta rtin g this section, students should do th e fo llo w in g
three qualities th e person has (they may be adjectives o r nouns,
sections o f th e Reference Part (eith er at hom e o r in class):
e.g. intelligent / a sense o f humour).
• The general tips and guidelines on reading, page 12;
In turns, students read alou d th e tra its the y have listed. A fte r
• Reading - m atching, pages 1 2 -1 3 .'
the firs t person has read h is/h er list, he/she has to c o u n t
The aim o f the exam w o rko u t is to practise id e n tifyin g
h o w m any m ore people w ill m e n tio n the same traits. The
pronouns referring to nouns,"and to use th a t skill to id e n tify
next person has to do th e same w ith th e ones he/she added.
the sentences th a t fit th e gaps in a gapped text.
C o n tin u e ro u n d the roo m in this way, so th a t fo r every tra it
W hen approaching th e exam task, students should read the
m e n tio n e d there is a record o f ho w m any people listed it. A t
w h ole te x t first, before m atching the sentences to the gaps.
the end students com pare ho w m any tim es each q u a lity was
You can encourage the m to do th a t by asking th e fo llo w in g
m entioned. Create a 'ranking list' on th e board. Ask: Are the
question (after Exercise 3): Read the article quickly. Will Sam
results surprising? Do they really reflect your views on which
fin d useful advice in it?
qualities are most important?
2 1c 2e 3d 4b 5a
Vo c a bu la ry ►Thematic Part pages 58-59
3 1 С 2A ЗВ
M o s t o f the Vocabulary section can be set as hom ew ork, w ith
4 (exam ta sk ) 1 В 2 F 3 C 4 D 5A
th e exception o f Exercise 6. For Exercise 1 there is a fo llo w -u p
ph oto co p ia b le activity, w h ich you may wish to do in th e same 6 la 2 b 3 b 4 a 5 b 6 b*•
o r th e next lesson. Exercise 4 connects w ell w ith th e W ritin g
section on describing people (p. 63); you may wish to do it Thematic Part page 62, Tapescript page 166
at th e same tim e. Exercises 10 and 11 are linked to th e Use o f
Before sta rtin g this section, students should be fa m ilia r w ith
English section on p. 62 and should be done before it.
the fo llo w in g sections o f the Reference Part:
1 1 В 2D ЗА 4C • The general tips and guidelines on listening, page 8;
• Listening - m u ltip le choice, page 10.
2 1 conceited 2 g u llible 3 self-conscious 4 im p a rtia l
If students have heard o f em o tio n a l intelligence, b u t fin d it
5 absent-m inded
d iffic u lt to fo rm u la te a d e fin itio n , help the m w ith prom pts:
3 (Students' own answers.) Consider mathematical intelligence. If someone has got it, what
4 (Sample answers) can they do? (understand and solve d iffic u lt m athem atical
1 Dan is not very intelligent, b u t... (he's very reliable). problem s.) How about people with linguistic intelligence? etc.
2 Claire can be a bit immature sometimes. If someone has emotional intelligence, what can they do? What
3 Annie is not very well-organised and not always reliable. do they understand and what kind o f problems can they solve?
4 Nick can be rather conceited sometimes. If they are u n fa m ilia r w ith the concept, it is b e tte r to proceed
51g 2c 3h 4 f 5d 6a 7b 8e w ith the listening and ask fo r a d e fin itio n o f em o tion al
intelligence afterwards.
6 (Students' own answers.)
7 1 perceived, perception 2 (examTAStt) 1B 2 C 3B 4C 5B
2 imagine, im agination 3 1 rub be d 2 perceiving 3 c o m p lim e n t 4 gain
3 recollect, recollection
4 assume, assum ption
5 realised, realisation USE OF ENGLISH ►Thematic Part page 62

8 1 head 2 m in d 3 m in d 4 head 5 m in d 6 head Two typica l problem s students have w ith w o rd b u ild in g
7 m in d 8 head exercises are:
1 using a w ro n g p a rt o f speech;
9 1 in, as 2 in 3 c>f, as 4 in 5 o f 6 on 7 on 8 o f
10 w ith 11 on 12 to 2 n o t n o tic in g w hen a negative prefix is required.
The exam w oR KO ur focuses on th e first o f those problems.
10 il- lite rate - illitera te logical - illogical
Two exercises on negative prefixes can be fo u n d on page 59;
dis- loyal - disloyal o b e d ie n t - disob edien t
you m ig h t wish to do th e m ju s t before this section. 1
5
4
3
2
im- m ature - im m a tu re perfect - im p e rfe ct
ir- rational - irra tiona l responsible - irresponsible 1 -ance: arrogance
in- sensitive - insensitive sincere - insincere -ence: confidence
un- reliable - unreliable -ty: honesty, lo yalty
11 Treasonable 2 unreasonable 3 unreliable 4 reliable -ity: m aturity, sensitivity, sincerity, sociab ility
5 o b e d ie n t 6 disobedient -ness: kindness, politeness, rudeness
2 -ive: im aginative, com p etitive , m editative, supportive,
argum entative, dismissive
3 la n o un 1b adjective 2a adjective 2b noun
3a adjective 3b noun
4 la argum ents 1 b arg um e ntative 2a im aginative
2b im agination 3a m e d ita tive 3b m e d ita tio n
5 (examrASK) 1 im aginative 2 im m a tu re
3 dis’obecllent 4 sincerity 5 rudeness 6 arrogance

8
 ►Them atic Part page 63 Q U IC K R E V IS IO N ►Thematic Part page65

Before sta rtin g this section, students should be fa m ilia r w ith 1 1 unreliable 2 insincere 2 irresponsible 3 im m a tu re
the tip s on 'presenting y o u r o p in io n ' on page 36. W h ile w o rkin g
5 illite ra te 6 disloyal
on th e w o rk o u t exercises, encourage students to use th e list o f
2 1b 2a 3c 4a 5a, с 6a, c 7 a, b 8 head 9 on 10 takes
phrases on page 38.
The examwoRKOt/T focuses on th e key skill o f p lan nin g a talk.
Revision a c t iv it y
O rganising i’deas be’fore giving a m in i-pre sen ta tion should
1 Tell students you w o u ld like th e m to guess some words.
becom e a habit.
Give th e fo llo w in g clues:
In exercises 1- 5 students prepare a s h o rt ta lk fo llo w in g
• It's the opposite of'mature'. (Answer: immature o r childish)
carefully guided steps:
• It means 'surprised', but it’s stronger. ( amazed, astonished)
1 th in k in g a b o u t th e ir opin ion s • It is an adjective form ed fo rm the verb 'to rely' ( reliable)
2 creating a plan o f th e ir ta lk 2 Each stu d e n t has to choose 9 w ords fro m th e u n it and
3 su p p o rtin g ideas w ith examples prepare sim ilar clues, based on antonym s, near synonyms,
4 preparing key vocabulary o r w o rd building.
5 delivering th e talk. 3 In pairs o r small groups, students give th e ir clues and guess
A sk one o r tw o students to deliver th e ta lk to th e w h ole th e words.
class. C o m m e n t on how effective it is in term s o f structure,
A d d it io n a l reading
coherence, and th e use o f examples.
1 To make th e lesson on describing people m ore interesting,
W hen students m ove on to preparing th e talks in Exercise 6,
and to illustrate h o w physical and spiritua l characteristics
re m in d the m to fo llo w th e steps ( 1 -5 ) the y have practised.
can be linked in a description, consider reading some
As students ta lk in pairs, circulate and listen. A fte r the y have
character descriptions fro m lite rary prose, e.g.:
finished, ask a few to deliver th e ir presentations to th e w h ole
• Ernest Hemingway, The Old Man and the Sea: the
class, and again discuss th e structure, coherence, and th e use o f
de scrip tion o f the o ld man on page 1;
examples.
• F. S cott Fitzgerald, The Great Gatsby: fo r example, th e
2 (Suggested answers) de scrip tion o f Tom Buchanan in C hapter 1;
1 I agree 2 W h a t firs t impressions are based o n 3 W h a t • Tony Parsons, Man and Boy: th e d e scrip tion o f Cyd as
happens as w e get to kn o w people b e tte r 4 Exceptions H arry firs t sees her in th e cafe.
- situa tion s when a firs t im pression can be rig h t If these are to o serious fo r y o u r students' taste, there are
5 Conclusion: th e im p o rta n ce o f staying o p en -m ind ed p le n ty o f a ttra ctive ly w ritte n character descriptions in all the
Harry Potter books.
4 1 superficial 2 prejudices 3 op e n -m in d e d
2 To discuss th e con cep t o f h u m a n ity m ore generally, the
poem Human Beings by A d ria n M itc h e ll is relevant (and very
W r it in g ►Thematic Part page 63 accessible).
Before sta rtin g this section, ask students to read th e general
guidelines on w ritin g on page 24 and th e section on descriptions
on page 26 (a t hom e o r in class). W hen w o rk in g on th e ir
descriptions, students should use th e list o f phrases on page 33.
A t earlier stages o f th e ir language learning, along w ith th e basic
vocabulary to describe people, students som etim es acquire
a sim p listic idea o f w h a t describing a person involves: s ta rt w ith
appearance, stating height, build, eye and hair c o lo u r (w hich
makes th e de scrip tion read like a police rep ort); the n move
on to personality, w h ich all to o often means listing personality
adjectives. The examwoRKOUT encourages students to describe
people in th e way* a'goocf w rite r m ig h t do:
• in describing appearance, to focus on th e m ost im p o rta n t
features and lin k the m to personality;
• in th e d e p ictio n o f personality, to refer to the person's
behaviour ra th e r than m erely list personality adjectives.
Exercise 4 in the Vocabulary section, 'Being tactful', may be useful
to students as the y w o rk on th e ir descriptions.

1 Problem 1: The physical d e scrip tio n is a detailed list;

it reads m ore like a police re p o rt tha n a de scrip tion o f
a friend; it gives no im pression o f a livin g person.
Problem 2: The last sentence is a list o f six personality
tra its n o t s u p p o rte d by any examples o f th e friend's
behaviour.
2 a A nn a was a cheerful girl, possibly w ith a s tro n g sense
o f hum our.
b Anna's clothes suggested she m ig h t be a b it o f a tom boy.
3 1b 2c 3a

q
2 Home
W a r m - up f Them atic Part pages 68-69
This a ctivity should be done before sta rtin g the Vocabulary
The aim o f the exam w caifO LT is to practise id e n tifyin g the
section. Its aim is to revise some o f the vocabulary learned in
w ro n g answers in a m u ltip le choice task.
previous years.
W hen approaching the exam task, students should read the
W rite the title HOME on the board, and underneath w rite the
w hole te xt first, before answering the questions. You may wish to
headings: types o f houses /flats; furniture and furnishings;
set them the fo llow ing in tro d u c to ry question (after Exercise 2):
adjectives to describe houses and rooms; redecorating a fla t. A ll
Read the story once quickly. Do you fin d the ending surprising?
students com e to the board (in groups o f 3 -5 , depending on
how m uch chalk o r how m any w h ite b o a rd pens you have got)
1 C (She strolled absent-m indedly from the hall in to the
and w rite 2 words each, each one in a d iffe re n t category.
living room .)
2 A: wiped a speck o f dust, rearranged the ornaments (n o t
Vo cabulary І »• Thematic Part pages 66-67
cleaning in a systematic way);
The w h ole section can be set fo r hom ew ork. W hen checking, B: the plants needed watering and she made a mental note ..
you can add sh o rt speaking activities after some o f the to do it later
exercises: D: her firs t instinct was to rush out (she was n o t preparing
• after Exercises 2 -4 , students tell each o th e r w hich o f the items to leave)
they have at home.
3 (е х а т т л ї;:) I B 2D ЗА 4B 5C
• after Exercise 5, they can choose the adjectives they w o u ld
use to describe th e ir ow n room , o r th e ir dream flat/house. 5 (Sample answer)
• after Exercise 7, they may tell each o th e r ab o u t redecoration the delightful fragrance o f the flowers bordering the lawn
w o rk they have helped w ith . behind the thick privet hedge; the rush o f wind through
the trees; the red tiles on the roof o f the house; a Victorian
1 1 converted 2 hom e 3 pre-w ar 4 penthouse mansion with a double garage at one side and a huge
5 bungalow 6 stud io 7 mansion conservatory at the other; as isolated as a lonely farmhouse
2 Bedroom 1 bunk beds 2 desk 3 swivel chair or country cottage.
4 roller blinds 5 w indo w sill 6 ra d ia to r 7 stool
Living room 1 glass-fronted bookcase 2 Venetian blinds Lis t e n in g ►Thematic Part page 69, Tapescript page 166
3 chest o f drawers 4 fram ed photograph 5 knick-knacks
The recording contains som e advanced vocabulary to describe
6 fireplace 7 rocking chair
household fittin g s, such as skirting boards. Students do n o t
3 1c 2 e 3a 4 b 5 d need to understand those w ords to do th e exam task, and
4 1 upholstered chairs 2 display cabinets 3 Persian rugs the y s hould n o t be forced to learn them . However, if you have
4 fram ed photographs 5 grandfather clock a strong class and the y seem interested, you can tell th e m to
5 1 impressive 2 spacious 3 airy 4 m in im a list 5 stylish read th e th ird paragraph o f th e ta p e scrip t and fin d new w ords
6 clu tte re d and phrases.
Please no te th a t th e m eaning o f th e m ost advanced vocabulary
6 1 d o w n to w n 2 residential 3 estate 4 suburb
item s here can be inferred fro m context, so instead o f
5 o u tskirts
translating, fo r example, skirting boards fo r the students, try
7 1 redecorating 2 papered 3 replaced 4 repair to e lic it th e w ords in yo u r language (’W h a t kind o f boards are
5 installed 6 tile attached at the base of the walls?’)
8 1c 2d 3 f 4e 5g 6b 7a
A d d it io n a l v o c a b u la r y in f o r m a t io n
9 l o u t 2 up 3 o u t 4 o ff 5 on 6 up 7 in 8 in Fittings and fixtures are all the item s th a t are no rm ally fixed,
10 1 house 2 hom e 3 hom e/house 4 house b u t can be removed, such as cookers, lights, kitchen cabinets/
5 hom e [fro m ] hom e 6 hom e cupboards, o r taps. Fixtures are m ore perm anently fixed than
fittings, b u t the division is n o t entirely clear-cut. Light fixtures
11 1 length, w id th 2 height 3 strength, w e igh t
or light fittings are lights, lamps and the con tro ls th a t go w ith
4 m aintenance 5 co n stru ctio n
them.
The difference between cabinet and cupboard is m ore
Language a n d culture note : country houses a difference o f usage than o f the ob je ct itself. We speak o f
VS. HOLIDAY HOMES kitchen cupboards (rathe r BrE) o r kitchen cabinets (b o th AmE
A c o u n try house is a large house, usually one o f historical and BrE), b u t a medicine cabinet is always a cabinet.
interest, w hich has o r used to have a c o u n try estate A hot water heater is any kind o f device th a t heats water,
attached to it; it can also be called a s ta te ly hom e. w h ethe r gas or electric.
If you ow n a house where you go on holiday, th a t is you r
h o lid a y hom e. 1 1 d 2 f 3a 4e 5b 6c
In the UK, some people have a flat in the c ity and a house З (е х а т т а з к ) 1 F 2 N1 3 F 4 N1 5 T 6 T
in the countryside where they also live some o f the tim e -
th a t’s called a second ho m e.

10
 ►Them atic Part page 70
Ro l e play
Before sta rtin g this section, students should read th e tips on
role plays on page 36. The examwoRKOt/т has tw o aims: to
re m ind students to discuss all tlie points" listed in th e exam
rubric, w h ich gives them th e o p p o rtu n ity to say m ore and
present a w id e r range o f vocabulary, and to focus on fu n ctio n a l
language used to negotiate and agree on a com prom ise. W hile
do in g the exam task in Exercise 5, students should use the list
o f phrases on page 38.
2 The s tu d e n t chooses one criterion, w h ich she considers to
be the m o st im p o rta n t, and does n o t say a n yth in g a b o u t
th e others, even w hen p ro m p te d by the examiner. As
a result she says to o little .
3 The s tu d e n t discusses all th e criteria, in clu d in g th e ones
she th in k s are less im p o rta n t (she explains w h y she th in ks
so). Her responses are w ell-developed.
4 • agree: certainly, Yes, that'd be perfect, Good point, OK,
let's do that.
• disagree/partly agree: / see your point, but..., I don't think
they're th a t im portant; I agree th a t would be ideal, but...
• ask th e o th e r person's op in ion : can we?, don't we?, Where
would you like to live? How about other criteria?
• suggest an ad d itio n a l o p tio n : But I think one more thing
is essential.
• co n firm w h a t has been agreed: So, we've decided that...
Sp e a k in g o n a s e t t o p ic
Before sta rtin g this section, students should read th e tips on
'N a rra tin g o r describing' on page 37. The examwoRKOUT has
tw o aims: fo r students to prepare the vocab'ufaVy to 'd o 'th e task
and to practise in clu d in g all the po in ts required by the rubric.
'M y ideal ho m e' is a pleasant to p ic th a t m ost students can
relate to, b u t this makes it easy to get carried away and start
c h a ttin g freely, ignoring th e b u lle t points.
2 The kin d o f house o r fla t you w o u ld like to have:
a detached house with a large garden; white or сгедт-
coloured, with a slanting roof o f red tiles; a ground floor,
a firs t flo o r with a terrace and an attic
Location: -
F urniture and furnishings: a mixture o f modern and
old-fashioned furniture, an old, heavy wooden table and
chairs, ultra-modern, power shower and modem fittings,
minimalist, king-size bed, bedside table, built-in wardrobe
with a large mirror, tropical plants, home cinema
3 The stu d e n t ignores th e second b u lle t p o in t, 'location'.
U se of En g l is h ►Thematic Part page 71
The examwoRKOUT focuses on the passive and the causative
have. Tliere*a’re’ m 6re exercises on these structures in the
Lexical-gram m atical Part, on page 45; it is w o rth d o in g the m at
this p o in t.
1 1 The walls haven't been papered properly.
2 John p a in te d the»ceiling o f his roo m pu rp le last week.
3 She’s p lan nin g to have a new ra d ia to r installed.
і ■) h ”3 о Л-з С г
3 (examTASfc)
................... :"i V '! • • ■! !•
1 if his house had been b u ilt th e previous
2 is being redecorated by
3 th in k in g o f buying
4 have the ro o f
5 needs d o in g up
W r it in g ►Thematic Part page 71
The aim o f the examwoRKOUT is to overcom e certain habits
acquired a t earlierstages*of language learning. A student's first
a tte m p t a t describing an in te rio r usually takes place at
elem entary level, after he o r she learns the names o f basic
fu rn itu re and prepositions describing location: in, on, opposite,
in fro n t of. Those early descriptions may be little m ore tha n lists
o f fu rn itu re , specifying its po sitio n in th e room . The
examwoRKOUT encourages students to go fu rth e r; to give the
cfeVcrlbe"d" In te rio r an atm osphere, show th e em o tion s it evokes,
perhaps lin k th e in te rio r w ith th e personality o f the person it
belongs to. (See also Additional reading.)
1 The second de scrip tion is better. The firs t one is m ainly
a list o f fu rn itu re ; th e second one shows w h y th e room
is relaxing by describing it fro m the p o in t o f view o f
a person using it fo r relaxing activities.
2 Thefurniture is wonderfully comfortable..., ...large,
soft sofa..., ...supported on the cushions..., ...a lamp in the
perfect position fo r reading..., ...a coffee table within easy
reach... the six speakers o f the sound system are positioned
ideally around you...
Q u ic k REVISION ►Thematic Part 73
1 1 length 2 w id th 3 he ig ht 4 strength
2 1c 2d 3e 4a 5b
3 1 c 2 a 3 Yes - a m ortgage is a loan on w h ich the
security is yo u r ow n fla t o r house; usually taken in order
to buy th e fla t o r house. 4 In a penthouse. 5 They'll be
evicted. 6 b, c 7 hom e 8 up 9 in
Revision a c t iv it y
1 Each stu d e n t has to prepare an oral d e scrip tion o f a room ,
fla t o r house w h ich w ill allow the others to guess w h o lives
in it. They m ust use W ord Bank on page 72 and select at
least 10 words they consider w o rth revising. A llo w 5 -1 0
m inutes fo r preparation. Students may take notes.
2 Students read th e ir descriptions in small groups and guess
w h o lives in each fla t / house.
A d d it io n a l reading
To make the lesson on describing interiors m ore interesting,
consider reading some descriptions fro m lite rary prose:
• Katherine M ansfield, Feuille d'Album: this s h o rt story contains
a description o f an artist's stu d io in Paris w h ich reveals a lo t
a b o u t th e occupier's personality.
• A rth u r Conan Doyle, The Hound o f the Baskervilles, C hapter 6:
a very atm ospheric d e scrip tion o f Baskerville Hall, w h ich can
also serve as an exam ple o f a very effective structure: the
house is described as the n a rra to r approaches and then enters
it: firs t fro m a distance, the n close up, and fina lly inside.
3 School
Wa r m -up Re a d in g ►Thematic Part pages 76-77
W rite on th e board:
W hen approaching th e exam task, students should start
kindergarten / nursery school
by reading the w hole text. You may wish to set the follow ing
prim ary school
in tro d u c to ry question (after Exercise 1): Read the article once
middle school / ju n io r high school
quickly. Were any o f your guesses cotrect?
high school
university 2 (exam TAsit) 1 D 2C 3G 4B 5F 6E
Ask students to w rite d o w n th e ir firs t three associations w ith
4 1 challenge 2 b u ild 3 run 4 th in k
each o f those stages o f education. In pairs, students ta lk a b o u t
w h a t they have w ritte n and why.
U se of En g lish ►Thematic Part page 78
►Thematic Part pages 74-75
The examwoRKOUT focuses on verb patterns: verb +
The w h o le section can be set as hom ew ork. to + Vnfnriitive," verh"+ bare in fin itive , verb + gerund, adjective
+ preposition + gerund.
1 1 boarding 2 nursery 3 in de pen de nt 4 vocational M o vin g on to th e exam task, rem ind students to read the whole
5 m iddle, ju n io r high text before a tte m p tin g the exam task. Exercise 2 is designed to
2 1 d 2a 3 f 4 e 5c 6b encourage students to engage w ith the c o n te n t o f th e te x t
before w o rk in g on th e gaps.
3 1 e 2d 3b 4c 5a
4 1 fold er 2 file 3 hole punch 4 h igh lig hter 5 rub be r 1 A 1 b 2 c 3a
6 compasses 7 stapler 8 pencil sharpener В 1b 2 c 3a
9 paper d ip (s ) 10 set square 11 notepad 12 ruler C 1c 2a 3 b
5 1 to o k /d id 2 score/get 3 retake/resit 4 com e o u t/b e 3 (examrASK) 1 A 2C 3D 4C 5B 6A
an nounced 5 external/school-leaving
6 1 m o ck 2 past 3 set 4 flun ked 5 m ark 6 papers
S pea k in g ►Thematic Part page 79
7 entrance
Before sta rtin g this section, students should read the tip s on
7 11 2 F ЗА 4 C 5 H 6E 7G 8D 9J 10 В
discussions on page 34.
8 1 up 2 o ff 3 up 4 be hind 5 down 6 in 7 do w n
The aim o f the exam w oR KO ur is firstly fo r students to becom e
8 out
fa m ilia r w ith this ty p e oTtasVand secondly to th in k o f
9 1 d ifficu ltie s 2 m em orise 3 psychologist argum ents fo r and against a pro po sition . Before discussing the
4 a b ility /a b ilitie s 5 dyslexic 6 academ ic 7 gifte d to p ic in Exercise 4, students should also take tim e to th in k o f
8 assessment 9 a rtistica lly 10 cre a tivity th e argum ents they are going to use. Encourage students to use
th e list o f phrases on page 37 w h ile w o rk in g on th e exam tasks.
Lis t e n in g ►Thematic Part page 76, Tapescript page 167
2 For:
A d d it io n a l a c t iv it y O n ly people w h o w a n t to learn w o u ld go to school, so
A fte r do in g th e exam task, ask students if they rem em ber any they'd be m o tiva te d to study harder.
o f th e 'Famous hunkers' discussed in th e program m e. Students Fewer people m ig h t be educated, b u t the y'd be b e tte r
listen again and note d o w n all th e names (Pasteur, Edison, Leo educated.
Tolstoy, Zola, Einstein, John Lennon, Peter Ustinov, singer Joss People w h o are n o t interested in academ ic subjects cou ld
Stone, Richard Branson, Tom Cruise). learn a useful jo b the y liked and be happy d o in g it.

Against:
3 (exam task) IB 2 E ЗА 4 D
M a n y people w o u ld n 't go to school and w o u ld n 't be
educated. W e w o u ld have a p o o rly educated society.
Cu ltur e no te M o s t you ng people d o n 't k n o w what's g o o d fo r them .
Dyslexics love th e story o f Richard Branson, the ow ne r They w o u ld realize to o late th a t the y needed an
o f V irgin Records, V irgin A tla n tic A irlines and dozens o f education.
o th e r com panies belonging to the V irgin brand. Branson C hildren fro m homes where ed uca tion is n o t considered
had dyslexia, b u t no b o d y had heard o f th e c o n d itio n in im p o rta n t m ig h t n o t be sent to school. T heir parents
those days, so a t school he was ju s t considered a stupid, w o u ld take th e w ro n g decision fo r them .
lazy student. He g o t te rrib le results on all possible tests. He
never to o k А -levels and never w e n t to college. However, he
was excellent a t sports and a t the age o f 16 started his first
successful business, w h ich was a magazine fo r students. The
headmaster o f his school fam ously pre dicte d th a t Branson
w o u ld 'eithe r end up in prison o r becom e a m illionaire'.

12
к Ш Ш М ►Them atic Part page 79

The focus o f th e examwoRKOUT is w ritin g an ap pro pria te

in tro d u c tio n fo r av for*anS*agamst' essay. In this k in d o f essay,
th e in tro d u c tio n m ust refer to advantages and disadvantages,
o r argum ents fo r and against. Exercise 1 illustrates th is p o in t,
and Exercise 2 helps students revise d iffe re n t phrases w h ich can
serve this purpose.

1 В is appropriate. A states the writer's opinion and does

not refer to advantages and disadvantages.
2 1 What are the benefits and drawbacks o f taking such
a step?
2 This custom can be said to have both advantages and
disadvantages.
3 W hat are the arguments fo r and against this solution?
3 1c 2 e 3a 4 d 5 b

Q u ic k R E V IS IO N ►Them atic Part page 81

1 1 gifted 2 academic 3 dyslexic 4 artistic

2 1 undergraduate 2 BA З M A 4 postgraduate 5 PhD
3 1 b 2 c 3a 4 c 5 a ,b 6 b ,c 7 a ,b 8 exam 9 up
10 b 11 down

R e v is io n a c t iv it y
W rite on th e board: Describe the education system in your
country to a foreigner. Students should have th e W o rd Bank
open in fro n t o f them . Each stu d e n t in tu rn has to say one
sentence o n th e subject. The sentence m ust include a t least
one w o rd fro m th e W o rd Bank w h ich has n o t yet been used
in th is activity. Students may give b o th facts and opinions, b u t
th e y are n o t allow ed to repeat w h a t has already been said. The
person w h o can’t th in k o f a n yth in g to say is ou t; th e one w h o
rem ains longest is th e winner.

A d d it io n a l r e a d in g
• W in sto n C hurchill, M y Early Life, C hapter 1: C hild ho od .
C hurchill's a cco un t o f his firs t day a t St. James's School (before
he w e n t to H arrow ) and th e infam ous Latin lesson is one o f
th e fun nie st texts ever a b o u t education, as w ell as being rich
in cu ltu ra l in fo rm a tio n .
• Evelyn W augh, Decline and Fall, C hapter 5: an am using
de scrip tion o f a young teacher's firs t lesson w ith a naughty
class.
• Laurie Lee, Cider with Rosie, C hapter 3: th e a cco un t o f
five-year-old Laurie's firs t day a t th e village school.
 4 Work
W a r m - up ►Them atic Part page 86
Three o r fo u r students com e to the board as scribes. The w hole
Before starting this section, students should read the tips on
class brainstorm all the w ords they associate w ith w o rk (fo r 1 -2
ta lkin g a b o u t photos on page 35. Refer them also to the list
m inutes) and the scribes w rite them on the board.
o f useful phrases on page 38. The aim o f the examwoRKOi/T
W hen the board is full, ask the class for an interpretation o f w hat
is to help students give structure to w h at they say’aBout tlie
is there. W hat sort o f attitud es and expectations concerning
photographs: starting w ith a b rie f description, m oving on to
w o rk does the list reveal?
broader po in ts o f com parison, and con clu din g w ith th e ir ow n
preferences and opinions.
ЙД Р Е Ш Я З Я ►Thematic Part pages 82-83

Exercises 4, 7 and 9 all involve talking in pairs, so they cannot 1 ( Suggested answers)
be com p le te d at home. Exercise 6 should be done w ith the aid 1 Say w h at the people are doing
o f W ord Bank, otherw ise it may be qu ite d ifficu lt. 2 Say w h at jobs are shown in the photos
3 C om pare the various aspects o f the jobs listed in the
1 1 barrister 2 p lu m b e r 3 priest 4 stockbroker ru b ric
5 counsellor б undertaker 7 beautician 8 dustm an 4 Say w h ethe r you w o u ld like to do eith er o f the jobs and
2 1 d 2 f 3a 4 c 5b 6e w hy

3 1 fashion 2 in te rio r 3 games 4 software 5 web/website 2 Task on page 86: frie n d ly bedside manner, knowledgeable,
nursery school teacher, p a tie n t
5 Id 2c 3 f 4a 5 e 6b 7g
Task on page 160: cinem atographer, sho ot films, hours o f
6 1 incom e 2 wages 3 tips 4 salary 4 rise 5 bonus practice, intense con cen tra tion
6 p ro fit 7 pension Both: d e term in ation , experienced, physical strain,
7 1 w ith 2 un de r 3 to 4 in, on 5 in satisfaction, uncertainty, well-paid, badly paid, w o rk w ith
8 1 e, h 2 a, c 3 f, g 4 b, d people

9 1 p ro m o tio n 2 jo b 3 sick 4 flexible 5 benefits б jo b

7 pay 8 m a te rn ity аш Е Ж Д з ш з ї Thematic Part page 87

10 1 fin d e m p lo ym e n t 2 a nine -to -five jo b 3 a career in
4 apply fo r th e po sitio n o f 5 his tru e vocation
6 cheap labour
11 1 unem ployed 2 e m p lo ym e n t 3 em ployer 4 em ployee
5 un e m p lo ym e n t
12 1 beautician 2 technicians 3 retire m en t 4 acco un ta nt
5 repetitive б challenging
ІіИ Т їУ Т к Г Ч І ►Thematic Part page 84-85
W hen approaching the exam task, students should read the
w h ole te x t first, before answering the questions. You may wish
to set them the fo llo w in g in tro d u c to ry question (after
Exercise 2): Read the text once quickly. Do you fin d the ideas
convincing / entertaining?
3 (exam tASK) I T 2F 3F 4 N I 5F 6 N I 7 T 8 T 9 T
5 1 by, o f 2 on 3 on 4 in, below 5 out
6 by, of, away, o u t
янадшя ►
Thematic Part page 85, Tapescript page 167
A d d it io n a l a c t iv it y
Ask students to read the ta p e scrip t and underline:
1 all the names o f jobs;
2 at least 5 o th e r w ords o r phrases connected w ith work.
You may wish to play the recording again fo r this task, so
th a t students hear the pro n u n cia tio n o f the words they are
w o rk in g on.
4 ( е х а т г д ік ) 1 AB 2 AB 3 A 4 В 5 AB
The examwoRKOUT focuses on relative clauses. It is w o rth
do in g a'quiclc r'e'vls’ion o f this area o f grammar. If you r students
already kno w it reasonably well, no a d ditiona l materials are
needed: you can use the sentences in Exercise 1 to e licit the
relevant rules.
W hen going over the answers to Exercise 1, ask: Why is this the
correct choice? Why is the other option wrong? How would you
have to change the sentence fo r the other option t o f t it? Here
are the explanations:
1 who is used to refer to people. You could say a job which
requires..., b u t n o t who. Who cou ld be used in a sentence
like this: Frank is a student who requires a lot of patience.
2 that is n o t used after a com m a. It is used in defining
relative clauses, w h ich are n o t separated fro m the main
clause by a com m a because they are so closely linked to it
th a t rem oving the m w o u ld eith er produce a meaningless
sentence o r significantly change the meaning. For example:
A holiday th a t is too short doesn't allow you to rest properly.
3 The same rule as in sentence 1: who is used fo r people, which
fo r things. Perhaps in the fu tu re we w ill be able to say: The
computer which interviewed me fo r the job...
4 where is used to begin a relative clause w h ich refers to
a place. An alternative w o u ld be: Denmark and Norway are
among the countries in which ordinary workers earn high
salaries.
5 which is n o t used fo r people; you cou ld say who I sent my
CV to, b u t n o t which. In this sentence, you can o m it the
pro no un entirely because the relative clause (/ sent my CV
to) has its ow n subject (/), d iffe re n t from the subject o f the
m ain clause (the person).
6 which is used in relative clauses w hich refer n o t to one noun,
b u t to the w h ole preceding clause. What is n o t a relative
pro no un at all; it can be used in a sentence like: What upset
him was being f red without being given a clear reason.
7 what is n o t used as a relative pronoun. The pro no un here
co u ld be that, b u t it can also be o m itte d fo r the same reason
as in sentence 5. What could be used in a sentence like What
I enjoy most is being with people I like.

14
In the examTASK, some o f the relative pronouns are used
correctfy ancfsom e are superfluous, illu stra tin g the rules
practised in Exercise 1 (lines 4, 6, 7, 8, 9,1 4 and 17).

1 1 th a t 2 w h ich 3 w h o 4 where 5 - 6 w h ich 7 -

2 (examrASK) 1 any 2 the 3 / 4 w h a t 5 / б up 7 / 8 o f
9’ w ho* І b " / 11a 12 o f 13 was 1 4 / 1 5 / 16 been
17 w hich

И Г С Т Ш М ►Thematic Part page 87

The focus o f the e x a m w o R x o u r is w ritin g an appropriate

in tro d u c tio n and concfus'ion fo r an o p in io n essay. In this typ e o f
essay, the w rite r's o p in io n m ust be stated in the in tro d u c tio n .
The tw o fa u lty examples fail to do tha t. The conclusion should
sum up the w h o le discussion, re a ffirm ing the w rite r's view. The
fa u lty exam ple refers to ju s t one specific jo b, and is therefore
n o t an effective sum m ing up o f the whole.

1 A and C are faulty, because neither o f the m states the

w riter's op in ion . A poses a question w h ich is d iffe re n t
fro m th e question posed by th e top ic; C refers to
argum ents fo r and against. In tro d u ctio n s В and D bo th
in tro d u ce the issue and state th e w rite r’s op in ion .
2 Conclusion 3 is faulty. It refers to one pa rticu la r aspect
o f th e issue (w om en soldiers) instead o f sum m ing up the
w hole discussion.
1 b 2d

Q U IC K REVISION ►Thematic Part page 89

1 1 a cco un ta nt 2 beautician 3 technician 4 counsellor

2 1c 2e 3a 4 b 5d
3 1b 2c 3b 4a 5a
4 1 jo b 2 pay 3 o u t 4 on 5 in

Revision a c t iv it y
1 Ind ivid ually o r in pairs, students list ten names o f jobs w hich
they feel are relatively new to the m and w o rth revising.
2 For each job, they w rite a line a person m ig h t say in th a t jo b
- as in the cartoons on page 82.
3 As a w hole class o r in groups o f 4 -5 , students read th e ir lines
and o th e r students guess the jobs.

A d d it io n a l reading
• W. Somerset M augham , The Ant and The Grasshopper, this very
e n te rta in in g s h o rt story contrasts th e tw o a ttitu d e s to w o rk
and life originally described in Aesop's fable, b u t the characters
are hum an. A fte r reading it, ask th e students: Who do you
sympathise with, the 'ant' or the ‘grasshopper'?
• John O'Farrell, The Best a Man Can Get: C hapter 1 o f this
com ic novel contains a hilarious de scrip tion o f the life o f
a self-em ployed com poser o f radio jingles.
W a r m - up ►Them atic Part pages 92-93
Draw students' a tte n tio n to the q u o ta tio n on page 90:
W hen approaching the exam task, students should start by
'Everyone w ants to Ask the m how they understand it and if
reading the w hole text. You can set the fo llo w in g in tro d u c to ry
they agree. You may elicit real-life stories th a t serve as
question (after Exercise 1): Read the review once quickly. Does
examples, or you may in itia te a discussion on the im p o rta n ce
the author share any o f your ideas about raising children?
o f fa m ily ( Should we treat fa m ily duties as the most important?)
A fte r students have done the task, discuss the co n te xt clues
w hich suggest w h ich paragraph belongs in w h ich gap:
►Thematic Part pages 90-91
1 The paragraph after the gap begins: As the father of fo u r
Exercises 2 and 4 m ust be done w ith the su p p o rt o f W ord Bank, young children, I can testify that much o f what Hodgkinson
otherw ise they may prove d iffic u lt. A llo w ple n ty o f tim e fo r the says makes sense. For instance, he describes the fu tility of
discussion th a t follow s Exercise 4. The rest o f the Vocabulary trying to use your 'puny authority'... The paragraph in the
section can be set as hom ew ork, w ith the exception o f gap m ust contain the o p in io n o r advice th a t the reviewer
Exercises 8 and 12. agrees w ith here, and it m ust have som ething to do w ith
parental au thority.
1 1 h 2a 3c 4b 5k 6j 7i 8 f 9e 10 g lid 2 The paragraph after the gap begins: Before long the
2 1 fiance 2 civil 3 registrar 4 cerem ony 5 best dishwasher is joined by the fridge. The paragraph in the
6 bridesmaids 7 veil 8 bouquet 9 groom gap m ust therefore tell us a b o u t som ething Hodgkinson
10 reception 11 band 12 newlyweds recom m ended d o in g w ith the dishwasher.
3 Birth: baptism , cot, exp ectan t m other, labour, 3 Here th e co n te xt clues are weaker and we have to choose
m a te rn ity clothes, m a te rn ity ward, m idw ife, nappy. th ro u g h a process o f elim in atio n. In the paragraph after the
Funeral: bury, coffin, crem ation, grave, headstone, gap the reviewer praises the bo ok and its author, b u t goes
hearse, m ourning, urn. on to express the fo llo w in g reservation: If I were to follow
the philosophy he proposes, I would scarcely have a moment
4 1 extended 2 nuclear 3 single 4 coh ab iting
to myself... W hich o f the rem aining paragraphs expresses
5 A do ptive , foster 6 same-sex 7 hom e
a sim ilar idea?
5 1 e 2c 3g 4a 5d 6b 7f
6 1 mates 2 colleagues 3 acquaintance 4 fam ily 2 (examrASK) 1 В 2 D З C
5 com p an ion 6 close 7 frien d 8 circle 3 1 com pel 2 chuck ou t, discard 3 crucial
7 1c 2d 3 e 4a 5b 4 p u t you r feet up

8 (Students'own answers.)
іііж а їт и ш я ►Thematic Part page 93
9 1b 2 d 3a 4c
10 l o u t 2 fo r 3 o n 4 after 5 o ff 6 o u t 7 up 8 fo r The examwoRKOur focuses on vocabulary w o rk: students
9 up 10 on practise" id io m a tic expressions w ith take.

11 1 in co m m o n 2 by sight 3 hate th e sight o f 2 1 care 2 turns 3 p a rt 4 easy 5 granted 6 advantage

4 a love-hate relationship 5 looks up 6 looks do w n
7 fond of, sick to death
4 (ex am task) 1 to 2 take 3 part 4 w h o 5 a lth ou gh /w hile

12 (Students'own answers.)
A d d it io n a l v o c a b u la r y in f o r m a t io n : cousins
A cousin is any relative w ith w h o m you share a com m o n
ancestor, in o th e r words any blood relative, unless the
relationship is close enough to be described by a m ore specific
term such as brother.
Your uncle's o r aunt's son o r daughter, w ith w h o m you share
the same grandparent(s), is yo u r firs t cousin. The son or
daughter o f you r m other's o r father's cousin, w ith w h o m you
share the same great-grandparent(s) is called you r second
cousin, to show they are a step fu rth e r away from you in the
fa m ily tree. You can also have third, fo u rth etc, cousins, b u t m ost
people w o u ld ju s t call them distant cousins.
To make m atters m ore com plicated, m embers o f diffe re nt
generations in yo u r fam ily can also be yo u r cousins. The
nu m be r o f generations between you is called the 'remove'. So
yo u r first cousin's son o r daughter is n o t you r nephew o r niece,
b u t you r firs t cousin once removed; and their children w ill be
you r first cousins twice removed. But d o n 't worry, a lo t o f British
people can't w o rk these things out!
A d d it io n a l a c t iv it y
Do this a c tiv ity after the exam task, o r even in the next lesson.
W o rkin g in pairs, students have to choose one o f the idiom s
fro m Exercise 1 and prepare a sho rt dialogue o r sketch in w hich
the id io m is used in the last line. Explain they w ill have to act
o u t th e ir sketches omitting the idiom , and o th e r students w ill
have to guess it. Here's an example:
A: I'd love to see that concert, but I have no one to leave my baby
with.
B: Don't worry! I'll help you. I'll... (take care other)
Students act o u t th e ir sketches in fro n t o f the w hole class.
\ш т ш т ►Thematic Part page 94, Tapescript pages 167-168
The aim o f the examwoRKOur is to practise id en tifying the main
p o in t made by’a spea'k'er Rem ind students th a t the m ain p o in t
should be inferred fro m the whole recording, n o t fro m one
sentence.
The the m e o f the section may lead to a lively discussion.
Encourage students to use the sophisticated vocabulary from
the recording. If they resort to basic language, rephrase w h at
they say, fo r example:
Student: I think it’s great to have lots o f friends.
Teacher: So, Anna says she thinks it’s great to have a wide circle
of friends.
 1 (Students' own answers.)
2 1 D 2 С ЗА
3 1... I must admit it is a lot o f work keeping up with so m a n y...
2 .. . Your closest friends are those who you love fo r
themselves, because o f something in their character...
3 . . . I have three categories o f friends. Firstly the inner
circle: m y nine closest frie n d s ...
4 (examTASK) IE 2C ЗА 4B
Sp e a k in g ►Them atic Part page 94
The focus o f th e examwoRkout is h o w to c o n d u c t a discussion
in a p o lite and respectful ’manner. This is a pro blem n o t only
in exam situations, b u t to o o fte n in real life. M a n y people
are o n ly interested in expressing th e ir o p in io n a nd 'w in n in g '
a discussion, w ith o u t m uch o f an a tte m p t to listen to th e o th e r
side’s argum ents and to search fo r th e tru th together.
If you have enough tim e, before sta rtin g th is section (o r
alternatively a fter exercise 2) you may ask y ou r students w h at
it means to be a fa ir and respectful p a rtic ip a n t in a discussion.
List ideas on th e board. Here is a suggested list - yours may be
different.
1 S tart w ith th e assum ption th a t y o u r o p p o n e n t m ay be right,
a t least a b o u t som e things.
2 Listen w ith o u t in te rru p tin g and w ith an open m in d, i.e.
w illin g to be convinced if you hear g o o d argum ents.
3 T h in k a b o u t y o u r op po ne nt's argum ents before y o u co u n te r
them .
4 A cknow ledge w h a t you fin d sensible and con vin cing in yo u r
op ponent's a rg um e ntatio n (/ agree that...).
5 If you still disagree, explain why.
Exercises 4 and 5 pro vid e students w ith som e phrases the y can
use t o disagree politely. As students w o rk o n Exercise 6 in pairs,
circulate, listen and take notes. W hen all th e pairs have finished,
m e n tio n som e examples o f considerate and p o lite in te ra ctio n
th a t you've heard.
3 The boy dismisses th e g irl’s argum ents; he sticks to his
o p in io n w ith o u t any e ffo rt a t dialogue. As a result, his
answers are to o short.
4 The boy acknowledges th e girl's argum ents and defends
his o p in io n politely, m aking reference to the m . His
responses are w ell-developed.
5 1 convinced
2 yo u r p o in t
3 agree th a t
4 1ju s t th in k
5 you're rig h t
6 doesn’t have to be
W r it in g ►Them atic Part page 95
Before covering th is section students s hould fam iliarise
themselves w ith th e tip s on in fo rm a l letters and th e m odel
le tte r on page 31. P oint o u t to th e class th a t even an in fo rm a l
le tte r has an in tro d u c tio n and a conclusion. In th e in tro d u c tio n
you m ay refer to th e le tte r o r message you are replying to, o r
to some idea o r feeling expressed in it; you m ay also say w h a t
y o u r le tte r w ill be ab ou t. In th e conclusion you say som ething
frie n d ly and perhaps ask fo r a reply. The ju m b le d le tte r in
Exercise 1 starts w ith an in tro d u c tio n and th e n develops th e
three b u lle t p o in ts o f the rubric.
1 1C 2A 3D 4B
2 • referring to Adam's letter - 1
• showing the writer understands Adam's situation - 4
• examples from the writer's experience - 5 and 2
• a friendly ending - 3
Q u ic k R E V IS IO N ►Them atic Part page 97
1 1 adoptive 2 expectant 3 acquaintance 4 maintenance
2 1 d 2 e 3 b 4a 5c
3 1a 2 a ,b 3 a ,b 4 c 5 after 6 b 7 up 8 out 9 take
R e v is io n a c t iv it ie s
1 Names o f family members: Students sit in a semi-circle. Say
a word referring to a family member, e.g. 'half-sister'. The first
student has to give the male equivalent, half-brother. He/she
then says a different word, and the next student has to give
the opposite-sex equivalent. The person who repeats a word
that has already been used, or who can't give the matching
word, is out. The game continues until there is only one
person left or until nobody can think o f any more family
words.
2 The activity described in the Use of English section can be
used to revise any o f the idioms learned in the unit. Ask
students to choose phrases from a specific exercise, e.g.
Exercises 7,10 or 11 page 91, or Exercise 1 page 93; and
follow the procedure described earlier. The audience must
know which exercise the phrase they are supposed to guess
is taken from; otherwise the guessing becomes too difficult.
A d d it io n a l r e a d in g
• Graham Greene, The Invisible Japanese Gentlemen: This short
story is a perfect little picture o f a relationship between two
young people that is not working very well. You may wish to
set groups of students the following task; W hat advice would
you give to the girl? W hat advice would you give to her fiance?
• Katherine Mansfield, A t the Bay: This long short story portrays
the life o f an extended family in an idyllic New Zealand
setting. You might wish to select just a passage to read and
discuss.
• Oscar Wilde, The Importance o f Being Earnest, any extract
from this play could be the basis o f a lesson on family and
social life, but especially the scene in A ct 1 when Lady
Bracknell interviews Jack as a prospective son-in-law.
6 Food /Shopping and services
W a r m - up
Revise names o f shops in the fo llo w in g way: students sit in
a semi-circle. Say th e name o f a shop. The firs t stud ent has
to name som ething th a t can be b o u g h t there. He/she then
says a d iffe re n t name o f a shop, and the next stud ent has to
respond in the same way. The person w h o ca n n o t respond
appropriately, o r w h o repeats the name o f a shop th a t has
already been used, is out.
ю т т т я ►Thematic Part pages 98-99
The w h ole section can be set fo r hom ew ork. To provide
a d d itio n a l practice, you may ask students to do one o f the
fo llo w in g s h o rt w ritin g tasks:
• W rite th e recipe fo r a dish you like.
• W rite a section fo r a to u ris t brochure a b o u t shopping in
yo u r to w n o r city.
1 Fruit: blackcurrant, pear, raspberry, tangerine.
Vegetables: asparagus, aubergine, broccoli, red pepper.
Fish: eel, herring, salmon, tro u t.
M eat: lam b, pork, turkey, veal
2 1 c 2 d 3a 4 f 5b 6 g 7e
3 1 saturated 2 unsaturated 3 carbohydrates
4 fib re 5 p ro te in 6 calcium
4 1 C 2D 3 G 4 В 5 A 6H 7E 8 F 9I
5 1 fishm onger's 2 off-licence 3 greengrocer's
4 delicatessen/deli 5 stationer's
6 1 queue 2 till 3 tro lle y 4 b e lt 5 barcode
6 cashier 7 receipt
7 1 d isco u n t 2 h a lf 3 offer 4 price 5 bargain
6 wholesale 7 o ff 8 sale 9 retail 10 reduced
The hidden w o rd is 'shopaholic.'
8 1 rip -o ff 2 fo rtu n e 3 astronom ical 4 nose
5 e x o rb ita n t 6 arm and a leg
9 1 spare 2 g iftw ra p 3 delivered 4 w a rranty/gu aran tee
10 1 account 2 w ith d ra w 3 loan 4 rate 5 interest 6 o ff
7 cash m achine
11 l o u t 2 in 3 o ff 4 in 5 by 6 by 7 in 8 in
ш ш т к Thematic Part pages 100-101
The story as p rin te d on the page is unfinished. Students fin d
o u t the ending after d o in g Exercise 4.
W hen approaching the exam task, students should s ta rt by
reading the w h ole text. You can set the fo llo w in g in tro d u c to ry
question (after Exercise 2): Read the story once quickly. Were any
o f your guesses correct?
Exercises 6 and 7 focus on some o f the lite rary features o f
the text: the images used to emphasise Sharon's shopaholic
tendencies, and the way her feelings are described th ro u g h
body language.
3 (e x a m ta sk ) 1E 2 D ЗА 4F 5B
5 2 chest o f drawers - Under the window was a chest of
drawers which seemed to swell with the clothes packed
inside it.
3 carrier bags - He knelt to slide his suitcase under the bed,
but found himself confronted with ranks o f carrier bags
fro m fashion boutiques and chain stores.
4 storeroom - And throughout the house was evidence of
Sharon's addiction to collecting clothes: a drawer fu ll of
underwear in the kitchen; what resembled a storeroom fo r
a shoe shop behind the sofa.
18
5 sweep up - I sweep up everything I can get my hands on.
6 bar code - And you take it to the cash desk and hear
that perfect little beep o f happiness as the machine reads
the bar code?
6 (Possible answers) »
A mesmerised lo ok came over her. - She fe lt excited at
th e th o u g h t o f buying clothes.
Sharon lowered her gaze and no d d e d slowly. - She felt
ashamed o r was th in k in g a b o u t som ething.
She to o k a deep breath and closed her eyes. - She
fe lt ashamed and fo u n d it very hard to say som ething
unpleasant yet tru e a b o u t herself.
T om m y b it his lip and glanced upwards - He was angry
w ith his sister b u t d id n o t w a n t to say it so he was
h o ld in g back his em otions.
Lis t e n in g ►Thematic Part page 101, Tapescript page 168
A d d it io n a l pre- listening a c t iv it y
Put the fo llo w in g list on the board:
• a new kitchen cupboard
• the shower
• a heater
• the sprinkler system
• the p a in t on the walls
Explain th a t as a result o f the shoddy w o rk several things in the
a p a rtm e n t d id n o t w o rk properly. In pairs, students guess w h a t
cou ld have been w ro n g w ith the listed furnishings.
1 pay up fro n t (O ), p u t the fin ish in g touches (B), deny all
responsibility (B), threaten sb w ith legal action (O /B), give
a com p le te refun d (B), d o the jo b pro pe rly (B)
2 (examrASK) 1 C 2D 3B 4B 5C
Я Ш Я Ї Я Я ►Thematic Part page 102
Role play
The examwoRKOUT focuses on useful phrases fo r negotiating.
The actfvityYn Exercise 1 is designed to force students to
include such phrases in th e ir conversation.
Speaking on a set topic
The examwoRKOUT illustrates a co m m o n exam problem :
a stud ent cloes’no t"kno w w h a t to say on the set top ic. The
spidergram in exercise 2 shows a way o f generating ideas to talk
about. You may wish to p o in t o u t to students th a t even tho ugh
in the exam there may n o t be enough tim e to draw an actual
diagram, w ith a b it o f practice they can get used to generating
ideas quickly in th e ir heads.
1 The stud ent includes all the points, b u t he doesn’t
develop them .
2 (Sample answers)
The food: The spices, the drinks, the way the food was
presented
W h a t was special: unusual place/time, luxury, exotic food
Use of En g lish ►Them atic Part page 103 Q U IC K R E V IS IO N ►Thematic Part page 105

The exam w o rko ut focuses on one w o rd family. Students form

1 1 dissatisfaction 2 unsatisfactory 3 dissatisfied
fo u r diffe re nt acfjectives and tw o nouns fro m the verb satisfy.
2 1d 2c 3e 4a 5b
The exercises are intended to help th e m realise th a t there is
often m ore than one w o rd th a t can f it a gap gram m atically. 3 1 b 2 a, d 3 a, b 4 b, c 5d 6 O n th e b e lt 7 a 8 Yes.
Before students do an exam task, rem ind the m to read the 9 No, th e y’re op po site in meaning. 10 in
w hole text. You can ask an ad d itio n a l question a b o u t its
R e v is io n a c t iv it y
content, e.g.: Do you think the advice offered here is useful?
1 Students w o rk in groups o f three. W ith books closed, they
1 satisfied customer, dissatisfied custom er, satisfactory list six new w ords o r phrases they learned when w o rkin g on
service, unsatisfactory service, to express satisfaction U n it 6.

2 1 dissatisfied 2 dissatisfaction 3 satisfactory

4 satisfaction 5 satisfied 6 unsatisfactory
3 (exam task ) 1 fa u lty 2 p ro o f 3 dissatisfied
4 repfa'ce'ment 5 unsatisfactory 6 co m p la in t
La n g u a g e note
Unsatisfied o r dissatisfied?
A custom er w h o is n o t pleased w ith th e q u a lity o f goods or
services is dissatisfied. The w o rd unsatisfied carries a broader
2 Students open th e ir books and add 12 m ore w ords o r
phrases to th e ir lists.
3 Students th in k o f ways in w h ich they co u ld m ost effectively
explain the m eaning o f each o f the w ords on th e ir list -
drawing, m im ing, d e fin itio n , examples?
4 The teams take it in turns to explain th e ir w ords to the
w h o le class. The person w h o guesses a w o rd firs t scores
a p o in t fo r his/her team.
A d d it io n a l r e a d in g

m eaning o f one's needs n o t being m et: we can speak o f The u n it already contains a lite rary te x t on the to p ic o f
unsatisfied demand fo r s om ething o r unsatisfied desires. shopping; w ith regard to food, you may consider:
Unsatisfied consumers w o u ld therefore be those w h o need • J.R.R. Tolkien, The Hobbit, C hapter 1: the description o f the
som ething th a t no bo dy is p ro du cing yet. dwarves having tea at Bilbo Baggins's home.
However, like m any o th e r subtle d istin ctio n s in English, this There are also several a ttra ctive descriptions o f meals in the
one is becom ing blurred. An In te rn e t search (lim ite d to UK Harry Potter books.
websites) carried o u t in M arch 2010 yielded 1250 examples
of'unsatisfied customer.' 'Dissatisfied custom er' was still more
com m o n (4,280 uses on UK sites) and remains the form
recom m ended by dictionaries. But it is possible th a t in ten o r
tw e n ty years dictionaries w ill s ta rt tre a tin g these tw o words
as synonyms (as they already do w ith historic and historical).

ш т а т ►Thematic Part page 103

The exam w oR kout focuses on achieving th e kind o f form al

style" tliat"is appro pria te in an essay. W hen students discuss
advertising aim ed a t children in Exercise 1, they are likely to use
inform al, spoken language. W hen they w rite do w n th e ir ideas,
they may be te m p te d to w rite the m d o w n in the same kind o f
language. Exercise 2 illustrates typical errors o f style, and the
subsequent exercises show students ho w to avoid them .

2 The style is to o inform al.

3 (Suggested answers)
• contractions: haven't, w hat’s;
• w ords/phrases w h ich produce an aggressive tone:
stupid, crappy;
• co lloq uial uses o f th e verb g e t get their parents to spend,
get really naughty;
• strong in te n sifie s: totally, really;
• o th e r c o lloq uial w ords o r phrases: supercool, they
haven't a clue.
4 Children watch all-t hose stupid commercials on TV, in
which mass-produced pink plastic toys look attractive
and t otally magical, and they believe what they see. They
do not realise they ere being used by great corporations to
persuade their parents to spend their hard-earned money.
W hat is more, when children start desiring the things they
see in the ads, they can become badly-behaved ...
7 Travelling and tourism
Wa r m - up
This a ctivity is intended as a lead-in to the un it. W rite on the
board 'Travel and tourism '. Ask students to w rite d o w n 3 -5
fairly sophisticated w ords they associate w ith this topic.
Emphasise th a t w ords like 'tra in ' o r 'h o te l' d o n 't cou nt! A llo w
a b o u t 1 m inute. Students get tog ether in small groups, show
each o th e r th e ir lists and explain any w ords o th e r group
m em bers d o n 't know.
►Thematic Part pages 106-107
The w h ole section can be set fo r hom ew ork. However, if several
students in you r class have recently taken th e d rivin g test,
before d o in g Exercise 5 ('S ta rting a car’) you m ig h t ask them to
produce a set o f in stru ction s on how to s ta rt a car. They may
use the W ord Bank o r a d ic tio n a ry w ith a draw ing o f a car w ith
the d iffe re n t parts labelled.
A d d it io n a l v o c a b u la r y in f o r m a t io n
Paths, trails etc.
In Britain the m ost co m m o n w o rd fo r a m arked route across
the countryside along w hich you can w alk is footpath. Some
paths, designed specifically to provide the o p p o rtu n ity to see
nature, may be called nature trails. M arked routes fo r bicycles
are cycle routes o r cycle trails. (A cycle path, in contrast, is one
in a to w n /c ity .) There are also special paths to be used when
rid in g a horse: these are called bridle paths o r bridleways.
Finally, there are 15 National Trails in England and Wales. Those
are long-distance routes fo r walking, cycling a n d /o r rid ing
th ro u g h p a rticularly spectacular landscapes. The names are n o t
m u tu a lly exclusive: Hadrian's W all path, w h ich stretches 135
kilom etres along Hadrian's Wall, is b o th a path and a National
Trail. In Scotland, the equivalent o f a N ational Trail is called
a long distance route. In the USA and Canada, trail is the m ost
co m m o n ly used w o rd fo r such routes.

1 Rail travel: E, H, C
►Thematic Part pages 108-109
Sea travel: I, В, К
Road travel: C, A, L W hen approaching the exam task, students should start by
A ir travel: D, j, F reading the w hole text. You can set the fo llo w in g in tro d u c to ry
2 1 caravan 2 te n t 3 cottage 4 B&B 5 yo u th hostel question (after Exercise 2): Read the article once quickly.
6 tw in roo m 7 suite According to the author, why did US car culture develop in the
way it did?
3 1 u n attend ed 2 vacancies, booked 3 delayed 4 call
5 vacate 6 facilities
2 1 1 b illio n 2 1.9% 3 241m 4 251m 5 10
a travellin g by air: 1, 3, 4;
b staying in a hotel: 2, 5,6. 3 (e x a m task) 1 D 2 A 3C 4D 5C

4 A 1 A llen keys 2 p u m p 3 inner tub e 4 lig h t 4 1 car rental 2 c o m m u te r 3 pedestrian-friendly

5 saddle 6 fram e 7 gears 8 chain 9 handlebar 4 freeway, m otorw ay, expressway 5 tra ffic congestion
10 brake 11 water b o ttle 12 pedal 13 spoke 14 tyre
В 1 p u m p up 2 tigh ten 3 o il 4 rem ove 5 fix, patching Я Н Ш И Н ►Thematic Part page 109, Tapescript page 168
6 adjust
If after d o in g Exercise 5 students w o u ld like to fin d o u t m ore
5 1 Check th a t you r seat and headrest are in the rig h t a b o u t Oystercards (o r any o th e r aspect o f tra n s p o rt in
position. London), the T ransport fo r London website is the place to look.
2 A d ju st the m irrors and fasten you r seatbelts. An interesting feature o f the TfL website is th a t it is available in
3 M ake sure the gear is in neutral. sixteen languages using ten d iffe re n t scripts.
4 Switch on the ig n itio n and start the engine.
5 Press th e clu tch and p u t th e car in gear. 2 (Suggested answers)
6 Take the handbrake o ff and gradually release the clutch. 2 red 3 blue 4 immediately / passenger alarm
7 Press the accelerator. 1 F (700 police officers, n o t 7,000)
8 Drive safely! 2 F (th e green b u tto n , n o t th e red one)
6 1 trip 2 to u r 3 voyage 4 exp ed ition 5 excursion 3 T 4 F (The train w o n ’t always stop im m ediately)
6 jo u rn e y 3 (examtASK) 1F 2N I 3F 4 N I 5T
7 1 o ff 2 o ff/o u t 3 o u t 4 fo r 5 up 6 over 7 o u t
8 up 9 in 10 o ff 11 do w n 12 up
я ш т я ►Thematic Part page 110
8 1 a tte n d a n t 2 departure 3 luxurious 4 collision
There is no w o rk o u t in this section, b u t the exam task can
5 arrival 6 relaxation.
be treated as an o p p o rtu n ity to revise and reinforce some
A d d it io n a l a c t iv it y vocabulary. Students may w rite th e words and phrases they
If several o f you r students cycle to school, consider do in g the choose around th e ph otos they are going to ta lk about. This
fo llo w in g revision a c tiv ity on a w arm day: go outside to where w ill also provide th e m w ith a revision to o l w h ich they can use
the bikes are parked. You need at least one bike per fo u r later.
students. Give students little stickers (th e kin d th a t can be used
1 Task on page 110: delayed flights, air travel, hill w a lkin g /
in c o m p u te r printers) and ask the m to label the parts o f the
trekking, rucksack/backpack, je t lag
bikes.
Task on page 161: tra ffic congestion, com m uters,
platform , overtake, exhaust fumes
Both: frustratio n, a sense o f freedom , stress, carbon
dioxid e emissions

20
U se of en WIH!I ►Thematic Part page 111 A d d it io n a l reading
There are p le n ty o f fascinating travel books. These are ju s t a few
The examwoRKOi/T focuses on co n d itio n a l sentences and
suggestions.
sentences w ith l’ wish. There are m ore exercises on these
• John Steinbeck, Travels with Charley: any chapter o f this
structures in th e Lexical-gram m atical Part on pages 45
acco un t o f the novelist's trip across the U n ited States in
(co n d itio n a l sentences) and 46 (I w ish / if only). There is also
a pick-up truck, w ith his dog as his o n ly com panion, makes
a ph oto co p ia b le a c tiv ity in volving co n d itio n a l sentences and
exciting reading.
travel vocabulary.
• A lastair Hum phreys, Moods o f Future joys; Thunder and
Lightning: the story o f Humphreys's four-year bicycle trip
1 1c 2a 3b 4d
aro un d the w o rld is n o t on ly exciting, b u t also extrem ely well
2 1 had 2 w o u ld n 't have spent 3 lived 4 ha d n 't le ft
w ritte n .
5 w o u ld travel 6 set o ff 7 had n o t been invented • From Here to There, ed. Steve Barlow and Steve Skidm ore
3 (examTASK) (H einem ann New W in d m ills) is a very a ttra ctive an tholog y
1 ha dn 't fo rg o tte n her passport, we w o u ld n ’t have missed o f travel w ritin g intended fo r classroom use. It has a great
2 I had set o u t variety o f texts o f d iffe re n t genres by d iffe re n t authors.
3 see m y cousin o ff
4 wasn't broken, he co u ld / he w o u ld
5 you bo ok

Ш Ш Ш ►Thematic Part page 111

The exam woRKO Ut has tw o groups o f aims:

• W ith're'garcl to con tent: to generate ideas fo r the stories,
and to help students realise th a t real-life anecdotes can be
'im p ro ve d ' to make m ore interesting reading;
• W ith regard to the use o f language: to practise using various
past tenses in a narrative, and to practise certain sophisticated
sentence structures.

3 1 was shining 2 was s ittin g 3 a d m irin g 4 opened

5 g o t o u t 6 to o k 7 reached 8 had guided 9 realised
10 had lost 11 began
4 1 had he lost (just possibly: d id he lose); showed
2 ha d n 't lost, w o u ld never have discovered
3 w o u ld be te llin g / w o u ld tell

Q u ic k R E V IS IO N ►Thematic Part page113

1 1 de pa rtu re 2 arrival 3 collision 4 relaxation

2 Id 2e 3a 4b 5c
3 1b 2b 3c 4a 5 a, с 6 a, c 7 a, b 8a 9 o ff 10 up

Revision a c t iv it y
Small bits o f scrap paper (large enough to w rite one w o rd on)
are needed fo r this activity.
1 Students w o rk in groups o f 3 -5 . Using the book, everyone
chooses ten new w ords o r phrases they learned fro m the
u n it and w rites the m on scraps o f paper so th a t the others
can no t see them . The scraps are fold ed and p u t in a bag /
box / in the m id dle o f th e table.
2 Each stud ent draws ten w ords and has to im provise a travel
story using the m all. (If som eone draws tw o slips w ith the
same w ord, they should exchange one if possible.) A llo w
a few m inutes to th in k and check the m eaning o f any words
they do n o t rem em ber; after th a t students have to start
talking.
8 Culture
W a r m - up
Culture note
W rite on th e board:
M ore a b o u t...
novel
Adrian M itchell
stage
A d rian M itc h e ll cared deeply a b o u t education and had quite
screenplay
strong views on it. A m o n g o th e r things, he was opposed to
landscape
examinations. W hen w orking on this book, the authors wanted
violin
to include an extract from the poem Tell Me Lies About Vietnam,
Ask students to name the d iffe re n t a rt form s w h ich th e w ords
b u t were refused permission, because the p o e t had le ft
represent. A ll students com e to the board (3 -4 at a tim e ) and
in stru ction s th a t none o f his w o rk should ever be used in
w rite three w ords each, each one in a d iffe re n t category.
connection w ith any exam, including exam preparation books.
However, he had no objection to his po e try being read in class,
►Thematic Part pages 114-115
so you can fin d th e poem on the In te rn e t and enjoy it. O n
The w h ole section can be set fo r hom ew ork. In case students You Tube there are videos o f very young A drian M itc h e ll
ask, all th e facts given in exercises 9 and 10 are, to the best o f reading it.
the author's knowledge, true. The Sensation exhibition
You m ig h t wish to read all o f W ordsw orth's Daffodils (rathe r The p o rtra it o f M yra H indley was considered shocking p a rtly
than ju s t th e first tw o stanzas p rin te d here) and ask students because it was com posed o f ch ild re n ’s pa lm p rints. M any
to id e n tify fu rth e r po e tic devices. people, in clu d in g th e m o th e r o f one o f H in d le y’s victim s,
dem anded its removal; there were pickets outside th e gallery
1 1 op en ing 2 n a rra to r 3 chapter 4 final 5 p lo t and several m em bers o f the Academ y resigned in protest.
6 characters 7 novel 8 Prize However, when Sensation w e n t on a w o rld tour, o th e r w orks
2 1 verse/stanza 2 sim ile 3 rhym e 4 line caused greater controversy, especially those w h ich offended
5 personification б hyperbole religious feelings.

3 1 e 2c 3g 4b 5 f 6a 7d
YBAs
Dam ien Hirst's iconic w ork, The Impossibility o f Death in the
4 1 features 2 ed ited 3 set 4 appears 5 sho ot
Mind of Someone Living is a dead shark preserved in formaldehyde
6 released 7 based
in a glass case. Tracey Emin's best-know n piece is M y Bed,
5 1 symphonies 2 concertos 3 key 4 score 5 bars 6 pitch a messy double bed w ith objects like d irty underwear scattered
6 1 easel 2 sketch 3 canvas 4 pa le tte 5 brushes a ro un d it.
6 m odel 7 sculpture
Д В Е О Р Г О Д ►Thematic Part page 117, Tapescript page 169
7 1 f/su b je ct 2 a / tech niq ue 3 e / subject 4 b / subject
5 d /te c h n iq u e б с / subject
Lang uag e note
8 1 c u rta in 2 stage 3 orchestra p it 4 box 5 gallery
Please note th e (increasingly c o m m o n ) use o f the w o rd actor
6 stalls 7 aisle 8 opera glasses
to refer to b o th male and fem ale perform ers. This is p a rt o f
9 1 strip 2 ta b lo id , circu la tio n 3 channel 4 ed itorial the general tre n d tow ards gender-neutral language.
5 co lu m n 6 gossip 7 Q u a lity 8 coverage
10 1 novelist 2 p la yw rig h t 3 s c u lp to r 4 cartoo nist 2 (examTASK) 1 C 2D 3B 4A 5C
5 cinem atographer 6 stu n tm e n 7 choreographer
8 vio lin ist, conductor, musician
U se of En g lis h ►Thematic Part page 118

Re a d in g ►Thematic Part pages 116-117 W hen going over the answers to th e exam task, you may
wish to discuss som e o f the tric k ie r o p tio n s w ith students, fo r
W hen approaching the exam task, students should s ta rt by example:
reading th e w h o le text. You can set the fo llo w in g in tro d u c to ry Gap 2: W hy n o t 'based in'? A com pany o r organisation may be
question (after Exercise 1): Read the article once quickly. What 'based in New York', w h ich means it has its headquarters there.
was memorable about each o f the experiences described? Som etim es we may even say a person is 'based' somewhere. But
A fte r reading th e te x t and d o in g the exercises, you may wish to a film o r bo ok is set in a place and tim e.
ask students to underline o r note d o w n all the w ords and Gap 3: ph otos fro m a film are called stills. The m oving images
phrases related to poetry, visual arts, m usic and film in the fo u r in the film are shots.
texts. Gap 5: 'shocked' is always negative in English; if you like the
special effects, you are impressed.
2 (examTASx)
Gap 6: The film is probably n o t unattractive w ith so m uch
1B 2 D З C, D 4 A 5 В, C 6 A , D 7B 8 C 9B,C 10A action. Unconvincing is the adjective closest in m eaning to
far-fetched.

1 la actin g 1b perform ance 2a violence 2b v io le n t 3a set

3b based 4a impressive 4b impressed 5a shocking
5b shocked
2 (examTASK) 1 A 2 C 3 C 4 D 5 B 6 B 7 C 8 A

22
азаяяия ►
Thematic Part page 118 R e v is io n a c t iv it y
1 W rite the fo llo w in g on th e board:
You may wish to ask students to prepare some in fo rm a tio n
a b o u t film s and concerts fo r this lesson in advance. If some o f con cert a play
you r students are n o t very flue nt, they m ig h t use the tap escrip t
still set
o f the dialogue on page 169 as a m odel fo r th e ir conversation.
p u t on chapter
1 a T itle: The Shining film hall
D irector: Stanley Kubrick
Genre: horror final life
M ain actor: Jack Nicholson 2 Ask students to m atch the w ords to make collocations, and
b It's a classic; you should see it. then to say w h a t category each co lloca tion represents.
There isn't much actual violence.
concert hall - m usic still life - visual arts
It'll keep you on the edge o f your seat fo r two hours.
Nicholson gives a magnificent performance, final chapter - lite rature film set - film
c Time: Thursday, 4.50 put on a play - d ra m a/thea tre
Place: culture centre, entrance hall, by the Kubrick poster
3 In pairs, students choose tw o o r three o f th e categories and
w rite do w n 8 -1 0 m ore w ords in each.
їЧ Ш Ш Я ►Thematic Part page 119
4 The pairs get tog e th e r as groups o f fo u r and play 'hangm an'
The W ritin g section focuses on bo ok reviews, as there using the w ords fro m th e ir lists. Each tim e they state w h a t
already is a m odel o f a film review in the Reference Part. category a w o rd belongs to.
The examwoRKOUT uses the m odel review to help students
A d d it io n a l R e a d in g
worlc on c'6iitent'(e"xercises a, b, d), structure (exercise a) and
You m ig h t wish to read m ore o f the texts and w riters
accuracy (exercise c).
m en tion ed in the un it, especially if you r students like some
o f them .
1 a 1 Basic in fo rm a tio n a b o u t th e w o rk. 2 Brief p lo t
• M argaret A tw o o d , The Blind Assassin: the opening chapter
o u tlin e . 3 Analysis o f th e strong and / o r week po in ts
• W illia m W ordsw orth, Daffodils (and possibly o th e r poems)
o f the w o rk. 4 Recom m endation
• A d ria n M itche ll, To Whom It May Concern (Tell Me Lies About
b 1 th e a u th o r 2 the title 3 th e genre
c are, sends, is mistrusted, is regarded, is imprisoned, makes
Vietnam); and possibly o th e r poems, e.g. Human Beings or
Present Simple is used to summarise the plot, Celia Celia
• Ursula K. LeGuin, The Left Hand o f Darkness, o r Rocannon's
d The author's im a g in a tio n :
The author’s astounding imagination, supported by World, o r The Wizard ofEarthsea (extracts)
her knowledge o f cultural anthropology, has created
a reality that not only entertains us, but also makes us
think; LeCuin has constructed a rich and consistent
reality; this extraordinary fest o f imagination
The p lo t: The tale is gripping the storytelling - superb.
The characters: The characters inhabiting this world
are multi-dimensional and psychologically convincing.
The m oral message o f th e b o o k : ... challenges us to
reflect on our own world and our attitudes to people
who are different fro m us.

Q u ic k REVISION ►Thematic Part page 121

1 1 musician 2 novelist 3 s cu lp to r 4 ca rto o n ist

5 co n d u c to r
2 1c 2d 3a (also b) 4b
3 1a, c 2c 3a 4a, b 5b 6 In th e gallery. 7 A tab loid.
8 a 9 They are T V channels. 10 b
9 H ealth/S port
Wa r m - up
W rite on th e board: Is SPORT good fo r your HEALTH? In pairs,
students w rite at least three answers beginning YES, because... /
NO, because...
Sample answers: YES, because: doing sports helps you keep f t /
prevents heart disease. NO, because: when you do sports, you can
get injured / when you sit in fro n t of the TV watching sports, you
grow fa t and unfit / by becoming a professional sports player, you
risk ruining your health.
Ш 9 Ш Ш Ш ►Thematic Part pages 122-123
The w h o le section can be set fo r hom ew ork.
Exercise 8 should firs t be a tte m p te d without lo o kin g at the
w o rd list. Please no te th a t this exercise requires students to
associate sets o f w ords w ith th e sports the y refer to, b u t not to
produce all those words. It is a good idea to leave students
some freedom w ith regard to how m uch and ho w specialised
sports vocabulary they learn. It w o u ld be unreasonable to
dem and th a t students w ith no interest w hatsoever in, fo r
example, basketball should m em orise technical term s they do
n o t kn o w in th e ir ow n language.
1 1 d 2 e 3a 4b 5c
2 1 w o u n d e d 2 in jure d 3 recovered 4 cured 5 treatin g
6 heal
3 1 cast 2 crutches 3 stitches 4 bandage 5 sling 6 scar
4 1 cough 2 earache 3 eye 4 stom ach 5 lungs
6 lung 7 head 8 sm oking 9 rash 10 neck and face
5 1 e 2a 3c 4 d 5b
6 1c 2d 3 f 4e 5a 6c
7 1 archery 2 ro w in g 3 pole v a u lt 4 high ju m p
5 long ju m p б javelin 7 relay / relay race
8 a fo o tb a ll b basketball 3 tennis
91c 2d 3 e 4 f 5b 6a
10 1a, b 2 a, c 3 b, c 4 a, b 5 a, с б b, c
11 1 allergic 2 recovery 3 in ju ry 4 athlete 5 skiers
6 cyclist 7 achievem ents
Re a d in g ►Thematic Part pages 124-125
The examwoRKOUT focuses on lin kin g words. Students lo o k at
th e mean!ng*anclYunctions o f those firs t in individual
sentences, then in a s h o rt text, and fin a lly in the exam task.
It is w o rth p o in tin g o u t to students th a t th e choice o f linkin g
w o rd depends on tw o things: (1) m eaning and (2) gram m atical
structure. In th e examwoRKOUT, there are examples o f both:
(1) after and since’, 'after refers’ to tim e, since to a cause and
e ffect relationship. (2) since and thanks to: th e ir m eaning is
relatively sim ilar (cause and effect), b u t in th e examples
pro vid ed since is a c o n ju n c tio n and has to be fo llo w e d by
a clause, w h ile thanks to is prepositional and has to be fo llo w e d
by a noun phrase.
W hen approaching the exam task, students should s ta rt by
reading th e w h o le text. You can set the fo llo w in g in tro d u c to ry
question (after Exercise 3): Read the article once quickly. How
have the Paralympics changed since their early days?
24
1 1 since 2 after 3 w h ich 4 thanks to
2 Which o r that can be crossed o u t in sentences 1,2 and 5.
3 1 B 2 D 3 A 4 C
4 (examTASK) I E 2 C 3 G 4A 5D 6F
5 1 Because she has w on 17 g o ld medals, three silvers and
tw o bronzes in five consecutive W in te r O lym pics.
2 They were firs t organised as p a rt o f a program o f
re h a b ilita tio n th ro u g h s p o rt fo r in jure d W W 2 soldiers.
3 The name was coined fro m th e w ords 'paraplegic' and
'O lym pics’, b u t can also be in te rp re te d as derived from
th e Creek 'para - 'alongside' and 'O lym pics’.
4 Some o f th e ir results are b e tte r tha n those o f th e ir
able-bodied counterparts.
5 Because th e Spanish team a tte m p te d to in tro du ce
players w h o were n o t disabled in th a t category.
6 1 f 2d 3e 4 c 5a 6b
A d d it io n a l a c t iv it y
A fte r d o in g Exercise 6, p u t the fo llo w in g on the board. Students
discuss th e topics in pairs.
Tell me about:
• one person who won a gold medal in the last Olympics (in which
event?)
• a sport which requires considerable physical strength
• your favourite sporting event (why do you like it?)
• an athlete who is a household name in your country (why?)
Lis t e n in g ►Thematic Part page 125, Tapescript page 169
You may wish to pause the CD briefly after Gwen says 'I've no
idea' and ask W hat do you think the conversation's been about?
Elicit som e answers, then play th e final lines. Check th a t y ou r
class have u n de rsto od th a t the characters have been discussing
video games.
Exercise 5 gives students th e o p p o rtu n ity to ta lk a b o u t sports
the y like. It can be extended to a m in i-p ro je c t in the fo llo w in g
way.
A t hom e, in d ivid u a lly o r in pairs, students research the
vocabulary related to th e ir favo urite sports. They should
choose 5-10 key vocabulary item s they are going to teach to
th e ir classmates.
Students prepare s h o rt presentations a b o u t th e ir favo urite
sports, saying (1) h o w the s p o rt is played and w h a t e q u ip m e n t
is used, and (2) w h a t they like a b o u t it. They may b ring in some
e q u ip m e n t to show, draw diagrams on th e board o r show slides
if a p ro je c to r is available. Before, d u rin g o r a fter the
presentation students in tro d u ce th e vocabulary fo r th e ir sport,
eith e r by w ritin g th e w ords on the board and explaining them ,
o r by d is trib u tin g little handouts.
1 They're ta lk in g a b o u t golf.
2 (examTASK) 1 N1 2 F 3 N1 4 T 5F
4 1 d 2b" 3 a 4 e 5 c
ш ш ш а ►Them atic Part page 126
There is no w o rk o u t in this section, b u t the exam task provides
an o p p o rtu n ity to revise and extend vocabulary. Students may
w rite the words and phrases they choose around the photos they
are going to ta lk about. Alternatively, if you have enough time,
you may do the fo llo w in g revision activity in the next lesson.
A d d it io n a l a c t iv it y
In the next lesson, ask students to w o rk in the same pairs. They
should lo ok at th e exam task again, this tim e covering the
list o f words and phrases. Each stu d e n t talks a b o u t the tw o
ph otos his o r her p a rtn er described in th e previous lesson. The
partner's role is to notice all the advanced vocabulary used by
the stud ent d o in g the task. A t the end, b o th students lo o k at
the list o f w ords and phrases to see ho w m any o f the m they
have used.
1 Task on page 126: wheelchair, assistive technology,
accessible/accessibility, w heelchair ram p, visually
im paired, large p rin t
Task on page 162: o u td o o r/in d o o r activity, w o rk out,
overall fitness, risk, stam ina, adrenalin, rock clim bing,
strong muscles, spectacular views, exercise m achine *2 3
►Them atic Part page 127
The examwoRKOUT focuses on the structures fo llo w in g
diffe re nt"re portin g verbs. There is a ph otocopiable activity
involving the same verb patterns, w h ich you may wish to use in
the next lesson.
1 1 to listen 2 th a t the game had been postponed
3 going 4 th a t he'd to u ch e d 5 to b ring
2 1 claim, explain, deny
2 in fo rm , rem ind, warn
3 offer, refuse (also: claim )
4 encourage, rem ind, w arn
5 suggest (also: encourage)
3 (examTAS/t)
1 (th a t) they'd lost th e m atch
2 to help th e stu d e n t fin d
3 the fo o tb a lle r n o t to s ta rt playing / th a t he sho uldn't
s ta rt playing
4 us th a t th e flu vaccination was
5 going to th e m atch
W r itin g ►Them atic Part page 127
In the exam students may be asked to w rite a description o f
an event. They m ig h t legitim ately ask a b o u t the difference
between a de scrip tion o f an event and a story, and indeed it
w o u ld be d iffic u lt to show any objective d istin ctio n : a story
may be defined as a de scrip tion o f events. In the co n te xt
o f exam tasks, however, the difference can be explained as
follows: a story is an exercise in narrative w ritin g ; the key skills
are sequencing and show ing cause and effect. A description
is an exercise in descriptive w ritin g ; the focus is on m ore static
elements, such as conveying sensations (visual images, sounds,
smells etc.) and atmosphere.
1 visual description: spectacular fireworks, followed by
a parade o f characters fro m Creek mythology and people
dressed as ancient statues, gliding and dancing through the
stadium
sounds: evocative music
vocabulary related to s p o rt: swimming swimmer,
competed fo r gold, won the 200 metre freestyle, race,
establish a new Olympic record, gold medals, break (his
own) world record, the 400 metre medley, the podium
adjectives used to evaluate: spectacular, amazing
grand (a grand show), impressed (by), careful (careful
preparation), elegant, imaginative, civilised
Q U IC K R E V IS IO N ►Them atic Part page 129
1 1 recovery 2 in ju ry 3 tre a tm e n t 4 achievem ent
2 Id 2c 3e 4b 5a
3 1 b 2 a 3 c 4 a, b 5 fo o tb a ll 6 tennis / table tennis /
b a d m in to n 7 c 8 b 9 c
R e v is io n a c t iv it y
Each stu d e n t in d ivid u a lly reads th ro u g h W o rd Bank on page
128 and underlines 20 w ords o r phrases w h ich he o r she w o u ld
especially like to rem em ber - fo r example, because they are
related to his/her experience (allergic to sth, mumps) o r because
the y refer to sports disciplines he/she is interested in. Students
then w o rk in pairs and explain to each o th e r w hy the words
they chose are interesting to them .
A d d it io n a l r e a d in g
Jerome K. Jerome, Three Men in a Boat, C hapter 1 (th e chapter
where the na rrator resolves he is suffering fro m all illnesses
kno w n to m edicine)
 ю Science and technology
WARM-UP'
W rite on the board: Astronomy, Biology, Chemistry, Maths,
Physics, Information Technology. In pairs, students choose tw o
areas they are best at o r m ost interested in and list 5 -8 w ords
fro m each o f them . Students com e to th e board (three at
a tim e ) and w rite w ords under the headings. This w a rm -u p
w orks best at th e beginning o f th e unit.
М і Ь Ш И М і У Д ►Them atic Part pages 130-131
The w h ole section can be set fo r h o m ew ork if needed.
1 A stro n o m y: orbit, solar system, universe
Biology: cell, organ, species
C hem istry: compound, element, molecule
M athe m atics: coordinate system, equation, variable
Physics: elementary particle, gravity, velocity
2 A stro n o m y 1 solar system 2 o rb it 3 universe
Biology 4 cell 5 species 6 organs
C hem istry 7 elem ents 8 c o m p o u n d 9 m olecule
M athe m atics 10 equations 11 variable 12 coo rdinate
system
Physics 13 G ravity 14 v e lo city 15 elem entary pa rticle
3 verbs: 1, 3, 6, 7 ,1 0 ,1 2 ,1 4
nouns: 2, 4, 5, 8, 9 ,1 1 ,1 3
1 fo rm u la te d 2 fa cto r 3 investigating (also possible:
analysing) 4 research 5 records б collab ora ting
7 analysed 8 group 9 experim ents 10 co n firm e d
11 evidence 12 published 13 lin k 14 reject
4 1 i 2h 3d 4 f 5b 6g 7e 8a 9c
5 1 adapter 2 electric shaver 3 hairdryer 4 lig h t bu lb
5 plu g б socket
6 1 sockets 2 hairdryer 3 electric shaver 4 plug 5 adapter
6 bulb
7 1 peripherals 2 resolution 3 sho rtcu ts 4 extension
5 responding б m e m o ry stick 7 inbox
8 1 w o rld w ide web
2 h yp e rte xt transfer p ro to co l
3 random access m em o ry
4 digita l versatile disc (also: digita l video disc)
5 liq u id crystal display
6 local area n e tw o rk
; y'urfiv^rsafseria!"bus
9 1 addition; 2 subtract 3 multiplication .4 divide
10 1 m athem atician 2 chem ist 3 physicist 4 archaeologist
5 psychologist
A d d it io n a l v o c a b u la r y in f o r m a t io n
• Students may w a n t to kno w how to read m athem atical
sym bols in English. The operations in Exercise 9 are read
as follows:
Two plus two equals/isfour.
Four minus two equals two.
Two times two OR Two multiplied by two equals four.
Four divided by two equals two.
In Exercise 2, ax2 is prono unce d a ex squared; ax3is a ex cubed;
is square root of two.
■ You may wish to p o in t o u t to students th a t as a m a jo rity o f
science w ords com e eith er fro m Latin o r fro m Greek, some
o f the m have unusual plural forms:
species - species (Latin 5th declension plura l)
supernova - supernovae (Latin 1st declension plural)
axis - axes (Latin 3rd declension plura l)
26
A d d it io n a l a c t iv it y
Refer to the q u o ta tio n th a t opens the un it: 'Normal people
believe that if it ain't broke...' (Explain th a t ‘ain't broke’ is
an A m erican colloq uial fo rm fo r 'isn't broken'. It w o u ld be
in ap prop ria te in form al w ritin g .) In pairs, students discuss
w h e th e r the y fin d the statem e nt convincing, and th in k o f
examples to illustrate it.
Re a d in g ►Them atic Part pages 132-133
Do n o t le t the in itial discussion (Exercise 1) run fo r to o long -
there w ill be m ore o p p o rtu n ity fo r discussion after the exam
task.
W hen approaching the exam task, students should s ta rt by
reading th e w h ole text. You can set the fo llo w in g in tro d u c to ry
question (after Exercise 1): Read the article once quickly. Which
o f your ideas are mentioned? Which ideas are new to you?
The purpose o f Exercise 4 is to e lic it observations and opinions
supported with examples. Insist on students giving specific
examples rather than m aking general statem ents such as ‘You
can fin d information on the Internet ’.
2 (exam task )
1D 2 В З C, D 4 A 5 A, В 6 B 7D 8C 9C
3 A corre latio n В unclear C fo u n d D claim
Lis t e n in g ►Them atic Part page 133, Tapescript page 169
A d d it io n a l a c t iv it y
Check th a t students realise the fo u r areas o f science in
Exercise 1 m atch th e fo u r speakers in Exercise 2. Students lo o k
back a t the w ords listed in Exercise 1 and try to rem em ber in
w h a t c o n te xt they were used by the speakers. Elicit answers
fro m th e class, e.g. The woman's fa th e r told her about the
structure ofD N A when she was very young. She learned fro m her
friend th a t a light year is not a unit o f time.
1 Biology: predator, sexual reproduction, the structure ofDNA
C h em istry: nitric acid, reaction, test tube
A s tro n o m y : red giant, white dwarf, light year
Engineering: je t engine, gas tank
2 (examTAS/t) 1 C 2D ЗЕ 4 B
USE OF ENGLISH ►Them atic Part page 134
The examwoRKOt/T focuses on vocabulary choices. Encourage
students"first to ’a tte m p t the exercises w ith o u t any aid. A fte r
th a t they should be able to do th e exam task w ith o u t help.
1 A 1 a t th e age 2 o f age 3 in th e age 4 aged
В 1 tu rn e d o u t 2 fo u n d o u t 3 tu rn e d up 4 came up
C 1 disapproval 2 distaste 3 d is a p p o in tm e n t
4 disagreem ent
2 (ex am task ) 1 C 2B 3B 4D 5A 6A
я т а ш п я ►Them atic Part page 135 A d d it io n a l reading
• Isaac Asimov, Starlight (sh o rt and w ith an interesting tw ist);
The examwoRKOi/T focuses on s u p p o rtin g ideas w ith examples.
• Issac Asimov, /, Robot - any chapter (each chapter is a separate
Rem ind students o f w hy examples are useful: they are the
story; you ju s t have to s ta rt by reading The Three L am of
evidence w h ich sup po rts yo u r o p in ion ; they make w h a t you say
Robotics on the firs t page);
m ore interesting; and they sim ply a llow you to say more.
- o r any science fic tio n story you like.
As students give th e ir m ini-presentations in pairs, circulate and
m o n ito r, paying a tte n tio n to th e examples they use. C o m m ent
on a few especially interesting ones to th e w h ole class.

2
Finding in fo rm a tio n online:
• entrance requirem ents o f a university
• ho w to get a passport
• w h ethe r a bo ok you need is available and where
C o m m u n ica tin g w ith the people y ou love:
• email
• chat
• video calls
People g e ttin g organised:
• s u p p o rt gro up fo r fam ilies o f people w ith a rare illness
• help fo r victim s o f natural disasters
Free speech:
• governm ents ca n n o t stop people sharing in fo rm a tio n o r
expressing th e ir views.
Bad uses o f the Internet:
• rude and aggressive op in ion s posted on websites
• scams
• pornography, in clu d in g c h ild po rno grap hy
• advice on ho w to b u ild bom bs

і\Ш Ш М ►Them atic Part page 135

The examwoRKOUT focuses on enriching stories w ith details.

Details make'a 'story feel real and unique; they allow the reader
to relate to th e characters and th e ir adventures. However, it is
im p o rta n t to warn students th a t if there is a w o rd lim it they
should adhere to, it is likely they w ill o n ly have enough space
fo r one o r tw o details.

1 tech nolog y danger

3 1e 2 d 3 f 4b 5a 6c

Q u ic k R E V IS IO N ►Them atic Part page 137

1 1 m athem atician 2 physicist 3 chem ist 4 psychologist

5 archaeologist
2 1e 2 d 3a 4b 5c
3 1 b 2 a 3 system 4 hypothesis 5 an adapter
6 a, c 7 b 8 c

Revision a c t iv it y
Students w o rk individually. Ask the m to go th ro u g h all o f
U n it 10 and w rite do w n ten words o r phrases w h ich they fin d
the m ost useful and w o u ld like to remember. Students then
com pare lists in pairs, explaining w hy they chose those specific
vocabulary items.

P7
11 Nature and environment
W a r m - up R ea d in g ►Them atic Part pages 140-141
1 Ask students to lo ok a t the pictures on th e vocabulary pages
The examwoRKOUT focuses on lin kin g w ords and the w ay they
(138-139). Ask w h ich o f th e things in th e pictures they saw
show connections between sentences. W hen approaching the
on the way to school / d u rin g the last weekend. Do they
exam task, students should s ta rt by reading th e w h ole text. You
kno w any o f th e ir names? Can they id e n tify the names in the
can ask th e fo llo w in g in tro d u c to ry question (after Exercise 2):
lists in the exercises?
Read the article once quickly. Why is global warming bad fo r
2 Alternatively, you can s ta rt the u n it by discussing the
penguins?
q u o ta tio n fro m Charles Lindbergh. Do students agree w ith
th e great aviator? W hy / w h y not? 1 1 how ever 2 otherw ise 3 because
2 1 В 2C 3A
Vo c a bu la ry ►Them atic Part pages 138-139
3 (examTASx) I E 2A 3B 4F 5C
A fte r w a rm -u p a c tiv ity 1, th e rest o f the section can be set fo r
h o m e w o rk if you're sh o rt o f tim e.
U se of En g lis h ►Them atic Part page 141
1 1 peninsula 2 range, peak 3 lake 4 island 5 coastline
The examwoRKOUT focuses on id e n tifyin g w h a t parts o f
6 G u lf 7 Bay 8 Cape
speech are missing fro m a gapped text. Inserting w ords w hich
2 m atch th e general sense o f th e te x t b u t n o t th e g ram m ar o f
the sentence is a c o m m o n mistake. W hen w o rk in g on the
m ild/iight extreme
exam task, rem ind students to read the w h o le te x t first, so the
Rain drizzle downpour m eaning o f th e gapped sentences in th e co n te xt o f the w h ole
piece is clear.
Wind breeze gale hurricane
Fog mist 1 1 to 2 have 3 w h o 3 a 5 m ore

Cloudy (sky/day) overcast 2 1c 2b 3e 4a 5d

Ш Ш СяРМ Щ Ш 1 3 (examTASK) 1 in 2 been 3 m ost 4 w h ich 5 the 6 to
Hot (weather)
Шштія
\ V ІІІІІІІ! :1| Щ
scorching
a heatwave
йШйішййішійщйіШЙ Lis t e n in g ►Them atic Part page 142, Tapescript page 170

3 1 th ic k 2 lig h t 3 heavy 4 strong 5 sleet 6 snow storm The examwoRKOUT focuses on id e n tify in g the co rre ct answer
4 1 oak 2 m aple 3 pine 4 spruce 5 birch and elim in a tin g th e w ro n g ones in a m u ltip le -ch o ice task. One
6 horse che stnut o f the challenges is understanding w h y th e w ro n g answers are
wrong, as they always have som e th in g in c o m m o n w ith the
5 1 sno w d rop 2 d a ffo d il 3 tu lip 4 daisy 5 pansy
recording. The examwoRKOUT shows some typica l distractors.
6 lily o f th e valley 7 fo rg e t-m e -n o t 8 heather
6 1 swan 2 seagull 3 sparrow 4 great t it 5 magpie 2 1 C 2D
6 raven
3 1 w ith a book, th in kin g , waste o f tim e
7 1 breed 2 m atin g 3 nests 4 lay 5 hatch 6 young 2 best, buy less, consum e less
7 feed 8 graze 9 h u n t 10 m igrate 11 hibernate
4 1 som eone else's op in ion : answer D (People ask me:
8 1 g 2a 3d 4 f 5b 6e 7c 'Don't you value your time?')
9 1 recycling 2 conserve 3 vegetarian 4 carbon 5 cycle som e th in g th e speaker says a b o u t a d iffe re n t form o f
6 logging 7 p la n t 8 renewable travel: answer В (When I cycle, I listen to my ipod )
2 actions the speaker m entions, b u t n o t as th e best way:
A d d it io n a l a c t iv it y answers А, В, C .
A fte r covering the Vocabulary section, set th e fo llo w in g
5 (examTASK) 1 C 2 А ЗА 4C 5C
ad d itio n a l ho m ew ork: ask students to go fo r a w alk and tic k all
7 1 renewable energies
th e things on pages 138-139 they notice - birds, flowers, trees,
2 carbon neutral
weather, perhaps even some anim al behaviour, perhaps
3 w in d turbines
landscape features o r threats to the environm ent. (You can
4 solar panels
hardly leave the house w ith o u t seeing 'th e b u rning o f fossil
fuels'.) In the next lesson ask a few students w ith the largest 8 1 c 2b 3a
n u m b e r o f observations to re p o rt to th e class on w h a t they
have seen.

28
 ►Them atic Part page 143 Q u ic k R E V IS IO N ►Them atic Part page 145

The exam task requires students to ta lk a b o u t th e ir c o u n try 1 1 b 2 d 3a 4e 5 c

in English. Y our students may have already discovered for ' ■ : ". i ' /
2 1 b 2 A m o u n ta in range. 3 gale is stronger than breeze
themselves th a t describing th e ir ow n c o u n try and its cultu re
4 a, c 5 A swan. 6 a, d 7 They hibernate. 8 Turbines.
th ro u g h English to foreign friends is one o f the m ost im p o rta n t
9a 10 d
language skills in an increasingly connected w o rld. In the
ex am w orkout , students can choose useful w ords fro m the 3 1 snow storm 2 d o w n p o u r 3 overcast 4 heatwave
boxes, b u t m ore im p o rta n tly, they have to th in k a b o u t the
Revision a c t iv it y
m ost characteristic features o f th e ir c o u n try and com e up w ith
1 Prepare little slips o f paper w ith th e headings from W ord
English w ords to describe those features.
Bank on them : landscape features, weather etc. The nu m b e r
o f the slips should be the same as the nu m b e r o f students.
1
2 Students start by w o rkin g in pairs. Each pair draws tw o slips.
Geographical features: В If they draw th e same heading twice, they need to exchange
C lim ate and th e weather: E it. Students open th e ir books a t page 144 and revise the
A gricultu re: A vocabulary fro m the categories they've drawn.
W ild life : C 3 N o w students w o rk individually. The task is to prepare
Areas o f o u tsta n d in g natural beauty: D a sh o rt presentation (1 -2 m inutes) on both topics on the
slips together, fo r example, on trees and birds, in clu d in g at
least 10 words fro m the relevant sections o f W ord Bank.
W r it in g ►Them atic Part page 143
4 Students take turns to deliver th e ir presentations in pairs.
The aim o f the examwoRKOur is to sensitise students to some C irculate and m on itor, then ask fo r a few fun nie st talks to be
o f th e m ost typica l grammar, spelling and p u n c tu a tio n errors repeated to the w h ole class.
made by candidates. It is w o rth explaining to students tha t,
w h ile th e ir English is n o t likely to be 'p e rfe ct' by the day o f the A d d it io n a l reading
exam (especially as there is no such th in g as know ing This is n o t easy, as n o t m any teenagers like reading lite rary
a language 'perfe ctly'), the y can learn to avoid certain basic descriptions o f nature. If you have Lord o f the Rings fans in yo u r
mistakes. The nine mistakes in the sample le tte r illustrate nine class, they m ig h t enjoy the fo llo w in g extract:
rules, fo r example: • J.R.R. Tolkien, The Lord o f the Rings, The Two Towers, C hapter 4:
1 A singular, countable noun is nearly always preceded by an Treebeard - the passage (ap pro xim ately 2-3 pages) where
article. M e rry and Pippin m eet Treebeard.
If yo u r students enjoy poetry, consider reading a poem
2 The relative pro n o u n used to refer to people is 'who', n o t
connected w ith th e cu rre n t season o f the year, fo r example:
'w h ic h ' - and so on.
• Spring: W illia m W ordsw orth, To My Sister (It is the firs t mild
You may ask students to fo rm u la te th e rules.
day o f M a rc h ...)
c One o f the most ^beautifull places in Poland is Siowihski • Summer: Denise Levertov, Living (The fire in leaf and grass ...)
National Park. It is located in the north-west o f the country, • A u tu m n : John Keats, To Autumn (Season o f mists and mellow
on the Baltic coast. I have very fo n d memories o f that area, fruitfulness ...) - probably o n ly th e firs t stanza, as the poem is
as there every summer when I was a child. q u ite d iffic u lt
Щ scenery is spectacular. There are dunes o f incredibly • W in te r: Robert Frost, Stopping by Woods on a Snowy Evening
pure, white sand, which give the landscape a fantastic
appearance. There are lakes so close to the 9Я 8И И И sea
water gets into them whenever there is a storm.
It is a perfect place fo r people 2which enjoy walking
Ш Ш І photos, and especially birdwatching. With over
260 bird species, the area is a birdwatchers' paradise. You
‘also can walk up Rowokof hill, which is not very high, but
there is a viewing tower on top o f it fro m which you can see
a panorama o f the surrounding area.
If you are also interested in man-made landscape elements,
I recommend a walk to 1old lighthouse in the small village
o f Czotpino. Several years ago it was closed fo r repairs, but
since last summer 3r$/§ open again.
d 1 the old lighthouse 2 w h o 3 it has been 4 I used to go
5 can also 6 be au tifu l 7 ta kin g 8 Its 9 sea th a t

PQ
 12 State and society
W a r m - up • Taxes in the UK are collected by Her Majesty's Revenue
This a c tiv ity w orks best at the beginning o f the unit. and Customs, often still referred to by its previous name,
W rite Government, society, politics, the economy on the board. Inland Revenue, and p o pu larly know n as the taxman. The USA
Ask everyone to w rite do w n 10 words related to these topics. equivalent is th e Internal Revenue Service, also know n as the
A llo w one m in u te to 90 seconds. Invite students to com e to IRS.
the board (three a t a tim e ) and w rite tw o w ords each. W hen • The judges o f the US and UK Supreme Courts are n o t called
the board is full, lo o k at it as a class. Students explain any words judges, b u t justices. The m ost im p o rta n t o f the m is the Chief
they have w ritte n th a t o th e r students do n o t know. If there are Justice in th e USA, and the President of the Supreme Court in
any surprising words, discuss w h y people associate th e m w ith the UK.
these topics.
Re a d in g ►Them atic Part pages 148-149
Vo cabulary ►Them atic Part pages 146-147
As the to p ic o f th e te x t is bo th serious and exciting, it is w o rth
The w h o le section cou ld be set fo r hom ew ork, b u t it is rather focusing on its con te n t. T hat is w hy m ost o f the exercises in this
challenging, so perhaps it is a b e tte r idea to do at least section are con tent-orien te d: pre-reading Exercise 1 encourages
Exercises 1, 2, 4 and 5 in class, w ith students w o rk in g in pairs. students to th in k o f the historical context; Exercise 5 asks
Using dictionaries is strongly recom m ended w hen do in g the m to take notes as they m ig h t do in a histo ry lesson; and
exercises 4 and 5. Exercises 4 and 6 are inte nd ed to stim ulate discussion ab ou t
the described events and related questions.
1 1 pass 2 approve 3 im p le m e n t 4 adm inister W hen approaching the exam task, students should start by
5 represent 6 in te rp re t 7 fo r resolving reading the w h ole text. You can ask the fo llo w in g in tro d u c to ry
2 a 1 equal 2 rights 3 lib e rty 4 happiness question (after Exercise 2): Read the text once quickly. How did
b 5 speech 6 censorship 7 conscience 8 assembly Scotland come to lose its independence?
c 9 ju d g m e n t 10 law 11 process
d 12 p ro o f 13 in n o ce n t 14 g u ilty 15 d o u b t 2 1 e 2d 3a 4b 5c
e 16 tria l 17 witness 18 counsel 3 (e x a m ta sk ) 1 C 2D ЗА 4C 5D
3 1 f 2g 3a 4b 5c 6d 7e 5 (Suggested answers)
4 Noun (abstract): economy, econom ics Scotland's s itua tion in the late 1 7 - c e n tu ry: n o t m uch
N oun (person): econom ist industry, tin y navy, no foreign colonies, foreign trade
A djective: econom ic, econom ical routes blocked by England.
Verb: econom ise Paterson's plan: to set up a colon y in Darien and c o n tro l
b o th oceans.
5 1 eco no m ic 2 econom y 3 econom ist 4 econom ical
The d ifficu ltie s encountered in Darien: h o t and h u m id
5 econom ics 6 econom ise
climate, failed crops, disease caused by insects, m alnutrition.
6 1 Prime M in iste r The effects o f th e Darien disaster: 71 per cent o f settlers
2 M em b er o f Parliam ent died; colony surrendered to the Spanish; huge financial
3 gross dom estic p ro d u c t losses destabilised Scotland's econom y; loss o f po litica l
4 weapons o f mass de stru ction independence *2 5
4
3
5 W o rld Trade O rganization
7 1 b, h 2 a, d 3 c, e 4 f, g к Them atic Part page 149, Tapescript page 170
8 1b 2c 3a 4d 5e 6 f 7g
The recording contains a lo t o f relevant vocabulary; exercises
9 1 fo r 2 o f 3 o f 4 w ith 5 of, fro m 6 to, for 3 -5 w ill help students to in d e n tify it. Exercise 6 can be set up
10 1 possession w ith students pre te nd ing to be real newsreaders: everyone in
2 punishm ent, im p riso n m e n t tu rn can sit in fro n t o f the w hole class and say: 'G o od m orning,
3 po verty this is the BBC W o rld News, I'm XY ...'
4 homelessness
5 im m igrants 2 ( е х а т т ask) 1 C 2E 3B 4A
3 1c 2e 3g 4a 5b 6d 7f
A d d it io n a l v o c a b u la r y in f o r m a t io n
4 A landslide victory means the election was w o n by a very
Some state offices and in stitu tio n s in English-speaking
large m argin; a closely fought contest means the difference
countries have names th a t are very d iffe re n t fro m those we are
in th e n u m b e r o f votes was small.
used to. Students w ith an interest in po litics m ig h t be
A ceasefire is a te m p o ra ry agreem ent to stop fighting;
interested to kno w th a t...
a peace treaty is th e next and m ore pe rm an ent step, and
• The US Secretary o f State is a very im p o rta n t po sitio n in the
agreem ent th a t fo rm a lly ends an arm ed co n flict.
USA. There is on ly one Secretary o f State at a tim e; he/she is in
charge o f the USA's foreign affairs, and is the m ost im p o rta n t 5 1 recklessly 2 disqualified 3 eligible 4 hand
person in the c o u n try after the President. (The UK equivalent 5 delinquent, destroying 6 a tte m p te d
is the Foreign Secretary.)
• Britain does n o t have a M in iste r o f Finance. The person w h o
perform s th a t fu n c tio n is called the Chancellor o f the
Exchequer. The Exchequer was a medieval in s titu tio n
responsible fo r the co lle ctio n o f taxes. It does n o t exist any
m ore, b u t the name o f the C hancellor’s office remains. (The
US equivalent is the Secretary o f the Treasury.)

30
ISpea kin g ►Them atic Part page 150 Q u ic k R EVISIO N ►Them atic Part page 153

In this section students assess each o th e rs perform ance.
Assessing the q u a lity o f the language in this way presents some
d iffic u lty : as all o u r students are learners at ap proxim ately
th e same level, the y may n o t be able to id e n tify m any o f th e ir
language errors. The table in Exercise 2 is in te nd ed to help
th e m focus on specific aspects w h ich they can assess: fluency,
rich vocabulary and basic gram m atical errors, w h ich they can
id e n tify and correct.
U se of En g l is h ►Them atic Part page 151
The examwoRKOUT focuses on inversion. There are m ore
exercise's'on’ i'nvers'ion in the Lexical-gram m atical Part: exercises
9 and 10 on page 46.
1 2 Rarely have 1seen such a well-organised society.
3 O n no account m ust we invest any m oney in this
venture.
4 N o t o n ly does the com pany use child labour, b u t it
dum ps to xic waste next to farm s as well.
5 Little d id the y realise w h a t we were planning.
6 No sooner had th e news been announced than riots
broke o u t in the city.
7 N o t a w o rd d id he say a b o u t th e proposed
redundancies.
2 (exam task )
1 does th e un d e rta kin g involve a significant risk, b u t
2 no acco un t should you believe
3 have I made any o f th e statem ents
4 d id the y kn o w th a t the y w o u ld be
5 had the protest m arch started than th e police
k W d H K M ►Them atic Part page 151
1 1 possession 2 im p ris o n m e n t 3 pu n ish m e n t 4 p o ve rty
5 homelessness 6 burglary
2 1a 2b 3c 4b 5 a econom ic; b econom ical
6 a econom ics; b econom y 7 a 8 b 9 o f 10 a
11 c 12 peace
Revision a c t iv it y
W rite the fo llo w in g topics on the board. Invite students to
im agine th a t a foreigner has asked the m to explain one o f these
aspects o f life in th e ir c ou ntry:
• po litics
• th e econom y
• an im p o rta n t event fro m th e ir country's history, o r fro m the
histo ry o f th e ir to w n / c ity / region
• crim e in th e ir to w n / city
Each stud ent has to choose a to p ic and prepare to ta lk
a b o u t it fo r tw o m inutes. Using W o rd Bank on page 152 when
preparing is recom m ended. Students deliver th e ir sho rt
presentations in pairs. C irculate and m on itor. Choose 4 - 8
presentations to be repeated to the w h ole class. You may
sim ply choose the best ones; however, you may also choose
con tra sting pairs o f talks on th e same top ic, b u t presenting
very d iffe re n t views. Encourage the class to ask the presenters
questions - the m ore challenging th e better, b u t they should
be questions, n o t attacks.
A d d it io n a l reading
Consider reading extracts fro m fam ous p o litica l speeches,
fo r example:
• A braham Lincoln, The Gettysburg Address
• M a rtin Luther King, / have a dream
• W in sto n C hurchill, Blood, toil, tears and sweat
• J.F. Kennedy's inaugural address

Students prepare to w rite an article in three stages.

Exercise 1 invites them to th in k a b o u t the issue in question and
consider th e ir opinions, w h ich is a w ay o f b ra in sto rm ing ideas
fo r the article.
In Exercise 2 students lo o k at con tra sting ideas, some o f w hich
they m ig h t w a n t to include in th e ir articles.
In Exercise 3 they have to th in k a b o u t w h a t constitutes
a good first and last sentence. Sentence d is a good opening,
because it introduces the issue in a relatively neutral way, by
q u o tin g the in fo rm a tio n fro m the in p u t, w ith o u t giving an
o p in io n yet. In contrast, sentence c sounds very op in io n a te d
and definite. Sentence a provides a balanced ending, w hile
sentence b, besides being very definite, uses language w hich
is in ap prop ria te ly colloq uial and aggressive: 'th e w h o le idea',
'stupid'.

2 1 a, e 2 b, f 3 c, d
3 O pe nin g sentence: d (in tro du ces th e to p ic by referring to
the in p u t)
Closing sentence: a (sums up the discussion in a balanced
way)
Sentences b and c are very definite, direct, brusque
statem ents o f op in ion ; b uses th e w o rd stupid, w hich
is stylistically inappropriate. N either b n o r c refers to
th e in p u t o r introduces the issue in any o th e r way; no r
does eith er o f the m sum up th e w h ole issue o r suggest
con stru ctive solutions.
English and the A rts
Q u o tin g S h a k espea r e 1 1b 2b 3a 4a 5b
3 Shakespeare's achievem ents: He knew how to tell a good
►Them atic Part pages 154-155
story. He created memorable characters. He was brilliant at
Possible lead-in: you may s ta rt by asking students w h a t they portraying emotions. He knew how to construct a play that
kn o w a b o u t Shakespeare, w h e th e r they have read any o f his would hold an audience's attention.
plays and w h e th e r the y liked them . The m ost unusual achievement: But what makes him
A fte r students have done Exercise 1, do n o t give th e m the unique is that he created an enormous number o f words and
answers - they should fin d th e m o u t fro m th e text. expressions that have entered the English language, so that
The the ater in th e p h o to is the reco nstructed G lobe in today we often use them without realising they are quotations.
London, w h ich is as fa ith fu l a copy o f Shakespeare's G lobe as
5 1b 2h За 4І 5j 6 f 7c 8d 9e
was possible considering the lim ite d evidence th a t exists and
m odern -day safety regulations. Students m ig h t read up the 7 1
story o f the reco nstructio n on the Internet, o r fin d videos o f • The stage was alm ost bare, the re w ere doors at th e back,
perform ances. there m ig h t be a chair o r bench;
A fte r listening to the recording in Exercise 7, it is w o rth • th e two columns su p p o rte d th e ro o f above th e stage;
p o in tin g o u t th a t tow ards the end o f his career (fro m 1608) the y were useful if a character was to hide and, fo r
Shakespeare w o rked in a new theatre, w h ich was very example, overhear a conversation;
diffe re nt. It was an in d o o r space, lit w ith candles and equipped • It cost a penny to stand in a space like an arena ;
w ith some stage m achinery; tricks w ith lig h t and various • If you co u ld affo rd three pence you'd sit in a wooden
o th e r effects became possible, and Shakespeare's late plays gallery.
(A W inter's Tale, Pericles, The Tem pest) were w ritte n w ith those 2 T hrough th e Prologue Shakespeare to ld the audience
new o p p o rtu n itie s in m ind. to im agine everything: tw o kingdom s and th e sea th a t
separates them , an im aginary army, and horses.
A d d it io n a l in f o r m a t io n : Shakespeare ' s life 3 A boy w earing a wig.
The m ost im p o rta n t th in g to kn o w a b o u t Shakespeare's life 4 They were real - the y had belonged to rich people w h o
(1564-1616) is th a t we kno w very little a b o u t it. W e d o n ’t die d and le ft th e m to th e ir servants, w h o sold th e m on
even kn o w th e exact date o f his b irth : on ly th e date o f his to actors.
baptism , 26 A p ril 1564, is recorded in the S tratfo rd parish
register. We kn o w th e names o f his parents, his w ife (A nne
Hathaway), and his children (Suzanna, Judith, H am net).
We kn o w there was a good g ra m m ar school in S tratford
and it is very likely he was educated there, b u t there are no
d o cum e nts to prove it. There are the 'lost years' o f his life
(1585-1592), o f w h ich n o th in g is kno w n a t all. He d id n o t
go to university. Later we kn o w o f his a rtistic and financial
success as a p la yw rig h t and co-o w n er o f an actin g com pany
in London. But no personal d o cu m e n ts have survived: no
m anuscripts o f his plays o r poems; no letters; no diary or
jo u rn a l; n o th in g a t all certainly w ritte n in Shakespeare's hand
except fo r his signature on his w ill; no books fro m his library.
W e kn o w a good deal a b o u t his financial affairs: w hich
houses he b o u g h t and w h a t he le ft to his relatives in his w ill,
b u t n o th in g a b o u t his in te lle ctual o r spiritua l life. This lack o f
d o cum e nts is n o t surprising, considering th a t the last house
Shakespeare lived in was destroyed several centuries ago; b u t
it has led to the emergence o f a n u m b e r o f fan ta stic theories
a b o u t Shakespeare, in clu d in g th e idea th a t he d id n o t w rite
his plays. Fortunately fo r us th e plays themselves have
survived, in Q u a rto ed itio ns published d u rin g the author's
life tim e and in an elegant Folio e d itio n , carefully prepared fo r
p u b lica tio n by the poet's friends and collab ora to rs in 1623,
o n ly seven years after his death.

32
Fa m o u s film q u o tes F ic t io n a l lit e r a r y c h a r a c t e r s
►Thematic Part pages 156-157 ►Thematic Part pages 158-159

Possible lead-in: You may s ta rt by asking students w h e th e r When working on Exercise 4, students may find classifying the
the y recognise any o f th e photos, w h e th e r the y have seen any works according to genre difficult, and they may well ask about
o f th e film s shown in the m , and w h e th e r the y rem em ber any the meaning of the term 'genre' in English; an explanation is
m em orable lines spoken by th e characters. provided below.

A d d it io n a l in f o r m a t io n o n t h e films A d d it io n a l in f o r m a t io n : W h a t exactly is genre

Here is a list o f th e film s q u o te d in th e te x t w ith th e ir w o rld in En g lish ?
release dates, th e names o f th e d irectors and also o f the The problem with the word genre is th a t the term is used
scrip tw riters, since th e y are th e ones w h o w ro te th e classic somewhat loosely in English to refer to several different
lines. classifications, which are described by different names
Star W ars - dire cte d by George Lucas, w ritte n by George in other languages. Firstly, then, genre refers to the three
Lucas; 1977 broadest categories o f literature: prose, poetry and drama,
Life o f Brian - d ire cte d by Terry Jones; w ritte n by G raham or more traditionally epic, lyric and dramatic. Secondly, the
Chapm an, John Cleese, Terry G illiam , Eric Idle, Terry Jones same term is used for the narrower classifications based
and M ichael Palin; 1979 on form, such as novel, short story or sonnet. Finally, the
Casablanca - d ire cte d by M ichael C urtiz; w ritte n by Julius word genre is also applied to the topic-based categories of
J. Epstein and P hilip G. Epstein, based on th e play Everybody fiction used, for example, in bookshops to label the different
Comes to Rick’s by M u rra y B u rn e tt and Joan A lison; 1942 sections: crime, science fiction, fantasy, children's literature and
D uck Soup - dire cte d by Leo McCarey, w ritte n by Bert so on. So the answer to the question W hat genre does 'The
Kalm ar and H arry Ruby; 1933 Adventures o f Sherlock Holmes' belong to? can be threefold:
The T h ird M an - dire cte d by Carol Reed, w ritte n by G raham it’s prose; it's a collection o f short stories; it’s crime fiction.
Greene; 1949
The T e rm in a to r - d ire cte d by James Cam eron, w ritte n by Possible writing tasks:
James C am eron and Gale A n n H urd; 1984 Write a review o f a book which features a character you like.
Taxi D river - dire cte d by M a rtin Scorsese, w ritte n by Paul Describe a character fro m fiction th a t you especially like.
Schrader; 1976
Some Like It H o t - d ire cte d by Billy W ilder, w ritte n by Billy 2 2 - Щ
j W ild e r and I.A.L. D iam ond; 1959 3 1 F 2 T 3 T 4F
4
Possible fo llo w -u p ; You may have a class vo te on w h ich o f the
film s m e n tio n e d in th e te x t to w a tch in class. T itle | A u th o r Genre(s)
Possible w ritin g tasks: Pride and Prejudice (1813) Jane Austen Romance
Write a review of a film which you like because o f well-written
O live r T w ist (1837-39) & Charles Hum our
dialogue and memorable lines.
A Christm as Carol (1843) Dickens
Write a review o f one o f the film s mentioned in the lesson.
Alice's Adventures in Lewis Carroll Children's
1 A - S t a r W ars В - Some like it h o t C - T e r m in a to r ] W ond erland (1865) Fantasy
D - Taxi D rive r і TY\e Adventures o f Sherlock A rth u r Conan C rim e
Holm es (1892) Doyle M ystery
2 Id 2b 3 h 4a 5 f 6e 7І 8c
Peter Pan (1911) J.M. Barrie C h ild ren’s
3 1a 2b 3c 4b 5a
7he Spy W ho Loved M e Jan Flem ing Spy T h rille r
4 1 Tarzan: Jane. Tarzan. Jane. Tarzan.
2 James Cagney: That dirty, double-crossing r a t (James Bond) (1962)
3 O live r Hardy: Well, here's another nice mess you’ve Bridget Jones's D iary (1996) Helen Fielding Hum our
gotten me into! Romance
4 O b i W an Kenobi: The Force w ill be with you /Use the H arry P otter and the J.K. Rowling Children's
Force, Luke. Philosopher's Stone (1997) Fantasy
5 H u m p h re y Bogart: You played it fo r her, you can play it A dve n tu re
fo r me. If she can stand it, I can. Play it!
5 Caller 1 - O live r T w ist & Ebenezer Scrooge
Caller 2 - H erm ion e Granger
Caller 3 - Peter Pan
Caller 4 - Elizabeth Bennet
Caller 6 - James Bond
6 a4 b 5 c l d 2 e - f3

33
Photocopiable material
1 People
Tableaux
P r e p a r a t io n
M ake tw o copies o f th e ph o to co p ia b le sheet on th ic k paper (o r
paste th e m o n to card). C u t o u t th e pictures. The pictures w ith
two people in th e m are in te nd ed fo r groups o f three students,
and th e ones show ing three people - fo r groups o f four. W ith
a class o f 14, you w o u ld use one copy o f each picture; w ith oth er
num bers, you may need tw o copies o f some o f th e pictures,
w h ile som e may n o t be used a t all.
Pr o c ed u r e
1 D ivide th e class in to groups o f 4 and 3. In each gro up one
person is the 'director'. His/her role w ill be to give instructions.
The rest are perform ers.
2 H and o u t th e pictures to th e directors. The perform ers m ust
n o t see th e pictures.
3 The aim is fo r the perform ers to be arranged exactly as in the
picture. The d ire c to r gives everyone in stru ctio n s concerning
th e ir position, posture and gestures. Two levels o f d iffic u lty
are possible here:
In an average class, the director starts by telling the performers
w h a t situation they are supposed to act out.
In a strong class, as an a d d itio n a l d iffic u lty , th e d ire c to r m ust
n o t tell th e perform ers w h a t th e situ a tio n is. (This can be
a source o f m uch am usem ent when they later see the picture
and realise w h a t the y were actin g ou t.)
4 The d ire c to r is supposed to give in stru ctio n s in words, n o t
show th e gestures. If students ask, help w ith such vocabulary
as: lean against the wall, lean towards someone, lean out (of
the window), blow sb a kiss, punch the air, gape.
5 The teams can use chairs, tables and o th e r objects as props.
6 W hen a gro up is arranged to th e satisfaction o f th e director,
th e perform ers are allow ed to see th e picture.
7 If one team finishes very quickly, give the m a n o th e r picture;
this tim e a d iffe re n t person is th e director.
8 If all teams finish a t m ore o r less th e same tim e, the y lo o k at
each other's tableaux.
2 H ome
C o m m o n room
P r e p a r a t io n
M ake one copy o f the w orksheet per gro up o f three.
Pr o c e d u r e
1 Explain to students th a t th e ir aim w ill be to design a com m o n
ro o m fo r students a t th e ir school, where the y co u ld spend
free periods stud ying o r relaxing. They w ill have to present
th e ir proposals to o th e r students and to school management.
2 Students get tog ether in groups o f three. D istrib u te the
w orksheet. Explain the y have to com p le te th e proposal,
w ritin g th e ir ideas un d e r th e headings. They should also plan
th e ro o m layout, ad ding fu rn itu re to the e m p ty picture. O n
th e rig h t there are som e ideas to help them , b u t the y are
w elcom e to use th e ir ow n ideas.
3 Students w o rk in groups fo r a b o u t 15 m inutes.
4 The teams present th e ir proposals to the class. They may
sketch th e layout o f th e roo m on th e board. The w h o le class
vote to choose th e best proposal.
з Sc h o o l
Education reform
P r e p a r a t io n
M ake one o r tw o copies o f th e sheet on th ic k paper fo r each
gro up o f 3 - 4 students. C u t o u t th e cards.
Students get to g e th e r in groups o f three o r four. Explain th a t
in this a c tiv ity the y w ill express th e ir o p in ion s on ho w the
ed uca tion system in th e ir c o u n try should be reform ed. They
are allow ed to lo o k w ords up.
P r o c e d u r e i (t w o s e t s o f c a r d s )
1 The cards are shuffled and de alt o u t to all th e students.
Students h o ld th e ir cards as in bridge, so the y can see
th e m all.
2 Each stu d e n t in tu rn makes a statem e nt a b o u t how
th e ed uca tion system should be changed, fo r example:
'External exams in p rim a ry school should be abolished.' The
statem e nt m ust con tain a t least one o f th e w ords o r phrases
on th e student's cards. The card is the n discarded. Students
may use m ore tha n one w o rd in a sta te m e n t and discard
m ore than one card at a tim e.
3 The firs t person to get rid o f all th e cards wins.
Pr o c e d u r e г (o n e s e t o f c a r d s )
1 The cards are placed face up in the m iddle. Students take
a m o m e n t to read th e w ords and phrases.
2 Students take tu rn s to give th e ir o p in ion s a b o u t ho w the
e d uca tion system should be changed. Each statem e nt m ust
con tain a t least one o f th e w ords o r phrases on th e cards.
The stu d e n t then takes th e card. Students may use m ore
tha n one w o rd in a statem e nt and co lle ct m ore than one
card at a tim e.
3 The w in n e r is the person w h o collects th e largest nu m b e r
o f cards. (A lternatively, th e a c tiv ity may be played w ith o u t
w inners and losers, th e sole aim being to express views on
education.)
Note: The statem ents may be controversial o r extrem e, b u t
the y have to make sense. So, 'All in d e p e n d e n t schools should
be closed’ is acceptable, b u t 'In d e p e n d e n t schools should be
o p tio n a l' is not, as it doesn't really mean anything.
4 Wo r k
M emory Training 1: C ategories
Note: This is a m e m o ry -tra in in g a c tiv ity in te nd ed to help the
m in d make th e tra n sitio n fro m k n o w in g w ords 'passively'
(re co g n itio n ) to k n o w in g th e m 'actively' (p ro d u c tio n ). It can
be used w ith any o th e r set o f w ords th a t can be d ivid e d in to
clear-cut categories.
P r e p a r a t io n
M ake one copy o f th e page fo r each tw o students. C ut in tw o
as indicated.
Pr o c e d u r e
1 Students w o rk individually. G ive each stu d e n t one copy o f
th e w o rd list, facing do w n . Tell students the y w ill see a list o f
words, and as the y read it fo r th e firs t tim e, the y should try
to id e n tify th e categories th e w ords belong to.
2 Students tu rn over th e sheets and study th e list o f w ords
fo r 45 seconds to 1 m in u te , then tu rn th e m over again
3 Ask h o w m any categories there are (fo u r). A sk students to
name them . If as a class they can agree on all fou r (jobs, money,
adjectives to describe jobs, d e p a rtm e n ts in a com pany),
m ove on to the ne xt step; if no t, tell students to read th e list
again.
35
4 W ithout looking at the list, students w rite (on th e back o f the 6 Fo o d / Sh o p p in g a n d services
sheet o r on a n o th e r piece o f paper) the fo u r categories and
Fin d someone w h o ...
p u t as m any o f the w ords as they can rem em ber un de r each
one. (You may ask h o w m any they managed to recall.) P r e p a r a t io n
5 Students read th e list one m ore tim e and id e n tify th e w ords M ake one copy o f the Bingo sheet per student.
the y d id n o t recall. (They can ask themselves: Why did I fin d Pr o c e d u r e
these words more difficult than the others? Because I don't know 1 Hand o u t th e sheets and give students a m in u te to read
what they mean? Because the spelling is complex? Because th ro u g h th e m and check any w ords the y d o n 't know.
I dislike the way the word sounds or looks, or the thing it signifies?) Explain th e aim o f th e game: the w in n e r is the firs t person
Then the y tu rn the sheet over one m ore tim e and try to add to fin d people w h o correspond to five o f the descriptions
th e missing w ords to th e fo u r categories. in a ro w - horizontal, vertical, o r diagonal, as in any game
o f Bingo. They d o n 't have to be five d iffe re n t people - some
Answer key:
o f the responses may com e fro m th e same person. Elicit the
questions the y w ill have to ask: Do you eat organic food?
Jobs Money Adjectives to Departments
Have you recently bought... / did you recently buy...?
describe jobs in a company
2 Students get o u t o f th e ir seats and ta lk to everyone in the
a cco u n ta n t b e ne fit challenging A ccou nts class. They have to no te d o w n th e names o f th e people w h o
answered 'yes' and som e details o f th e answer, e.g. w h a t the
barrister bonus creative C ustom er person b o u g h t o r w h a t the y can cook.
Service 3 W hen som eone com pletes a row, the y should sh o u t 'Bingo!'
The game stops. The w in n e r reports his/h er findings to the
beautician pension de m anding M a rke tin g
class, fo r example: ‘A nna paid through the nose fo r a pair
o f trekking boots recently.' The people m e n tio n e d have to
fitness coach salary m anual Public c o n firm th e answers. In th e case o f questions concerning
Relations English w ords (e.g. fo u r names o ffis h ), th e person has to say
technician tip rep etitive Research& th e words.
D e velo pm e nt
counsellor wages rew arding Sales 7 T r a v e l l in g a n d t o u r is m
W hat w o u l d you d o if ...?
P r e p a r a t io n
5 Fa m ily a n d social life
M ake one copy o f th e sheet fo r a class o f up to 15 (fo r larger
M emory Training 2 : A bbreviations classes, make tw o copies). C u t th e sheet(s) in to strips.
Note: This is a n o th e r m e m o ry -tra in in g a c tiv ity in te nd ed to aid Pro ced u r e
the recollection o f w ords already kno w n passively. It can be used 1 W rite on th e board W hat would you do i f ...?
w ith any o th e r set o f words. 2 Each stu d e n t draws one strip w ith o u t lo o kin g a t it.
P r e p a r a t io n 3 Everyone has to ask everyone else a question beginning:
M ake one copy o f th e w orksheet per student. W hat would you do if... and en ding as on th e ir strip. They
Pr o c e d u r e have to rem em ber the answers.
1 Students w o rk individually. Give each stu d e n t one copy o f 4 Students re p o rt back to th e w h ole class on the m ost
th e sheet. Students read th e w ords in co lu m n 1 (preferably interesting answers.
aloud) and check / ask about any words they do n o t remember
th e m eaning of. Point o u t th a t co lu m n 2 contains
abbreviations o f th e words.
8 Cu ltu r e
2 Students cover co lu m n 1 and try to recall th e words, one by T he culture budget
one, by lo o kin g at th e ir abbreviations in co lu m n 2. If they P r e p a r a t io n
ca n n o t recall some o f th e words, the y can uncover colum n
Make one copy o f the photocopiable sheet for each 3 -4 students.
1 and check o n ly after the y have finished w o rk in g th ro u g h
Pr o ced u r e
co lu m n 2.
3 Students cover colum ns 1 and 2 and try to recall th e words 1 Students w o rk in groups o f 3 -4 . They read the in stru ction s
by lo o kin g a t th e sho rte r abbreviations in co lu m n 3. Again, on th e sheet and th e descriptions o f th e eight projects.
the y can uncover co lu m n 1 and check on ly after the y have Everyone decides w h ich p ro je ct he/she is going to s u p p o rt
finished. and why.

4 Students cover colum n s 1, 2 and 3 and lo o k a t co lu m n 4. 2 In th e ir groups, students discuss w h ich projects to finance
It contains the same ab breviations as colum n 3, b u t in u n til the y agree on a list o f three.
a d iffe re n t order. Students try to recall the w ords and w rite 3 The groups present th e ir choices, w ith ju s tific a tio n , to the
th e m d o w n in co lu m n 5. They then uncover co lu m n 1 and w h o le class.
check th e spelling.
5 Finally, students tu rn th e sheet over and on th e o th e r side
try to w rite d o w n as m any o f th e w ords as the y can recall.
6 Students read th e list in co lu m n 1 one m ore tim e and
id e n tify th e w ords th e y missed. They can ask themselves:
Why did I fin d these words more difficult than the others?

36
9 H ealth / Sport
Sport, health an d verb patterns
P r e p a r a t io n
1 M ake one copy o f th e p h o to co p ia b le sheet on th ic k paper /
card fo r each gro up o f 3 -4 students.
2 C ut o u t the cards. Keep th e 're p o rtin g verb' cards separate
fro m th e 'health and s p o rt' cards.
Pr o c e d u r e
1 Students w o rk in groups o f 3 -4 . Each gro up receives a pile
o f 're p o rtin g verb' cards and an o th e r o f 'health and sp o rt
voca bu lary' cards.
2 Both piles o f cards are placed in th e m iddle, face dow n.
3 The firs t stu d e n t picks one card fro m th e to p o f each pile.
He / she has to make a sentence using th e verb, fo llo w e d
by a co rre ct structure, and th e health / s p o rt w ord.
4 The team decide if th e sentence is g ra m m atica lly correct.
(They can use the Use o f English section on page 127). If it
is, the stu d e n t keeps th e vocabulary card. If th e sentence
is incorrect, he / she has to discard th e card. The verb cards
always re tu rn to th e b o tto m o f th e pile.
5 A ll players in tu rn repeat th e same procedure u n til there are
no vocabulary cards left.
6 The w in n e r is the person w ith th e largest nu m b e r o f
vocabulary cards.
10 Science a n d technology
Science an d technology board game
P r e p a r a t io n
M ake one copy o f the board fo r each 3 - 4 students. You w ill also
need dice (one per g ro up ) and som e th in g th a t can serve as
pieces (some students w ill com e up w ith th e ir ow n im provised
pieces, b u t it's b e tte r to have a few spare ones - small coins,
a pencil sharpener, a lipstick ...).
Pro ced u r e
1 The game is played like any board game: in groups o f 3 -4 ,
students roll the dice and m ove th e ir pieces on th e board.
If the y stop on a square w ith th e heading TALK ABOUT,
they have to ta lk on the given to p ic fo r at least a m in ute.
If they stop on WORDS, they have to answer a vocabulary
question. O n PLUS squares, the y have to answer questions
w h ich are p a rtly a b o u t language and p a rtly a b o u t science or
technology.
2 If som eone ca n n o t answer a question, o r stops ta lk in g before
one m in u te is over, he/she has to go back to the square fro m
w h ich he she ju s t came.
3 The first person to reach th e FINISH wins.
11 N a t u r e a n d e n v ir o n m e n t
C ollect a set
P r e p a r a t io n
M ake 1 copy o f th e p h o to co p ia b le sheet fo r each gro up o f 3 o r
4 students. It is best to enlarge th e sheet (A4 to A3 o r even A5
to A 3) to get cards o f a reasonable size. Either copy on th ic k
paper/card o r paste the sheets o n to card. C u t o u t th e cards.
Pr o c e d u r e
1 Show th e class a set o f cards and explain the rules o f the
game:
The cards are shuffled and de alt ou t, five per player. The rest
o f th e cards lie face d o w n in a pile.
The aim is to co lle ct sets of five cards belonging to the
same category: flowers, trees, birds, landscape, weather; and
to get rid o f all yo u r cards at the end.
W hen it is y o u r tu rn , you can ask anybody in th e group:
Can I have ... [a daffodil], please? If they've g o t the card, they
have to give it to you. If the y haven't, the y pick a card from
the pile. If it is w h a t you asked for, the y give it to you; if it
isn't, the y keep it. If yo u ’ve m ade a g o od guess and received
a card, you can c o n tin u e asking (n o t necessarily the same
person) u n til you make a mistake.
W hen you have collecte d a set o f five cards, you p u t it on
th e tab le in fro n t o f you.
The w in n e r is th e person w ith th e m ost sets w hen all the
cards are on th e table.
2 Students get tog e th e r in groups o f three o r four. Each group
gets a set o f cards and plays the game.
12 St a t e a n d s o c ie t y
C ollocations M emory
P r e p a r a t io n
M ake one copy o f the p h o to co p ia b le page fo r each gro up o f
3 o r 4 students. Either make the copies on th ic k paper o r m o u n t
the m on card. C ut o u t the cards and keep each set separate.
Pr o c e d u r e
1 Students sit in groups o f th re e -fo u r. Explain the y are going
to play a M e m o ry game (also kno w n as Pelmanism o r Pairs),
where th e aim is to co lle c t m a tch in g cards by rem em bering
th e ir po sitio n on th e table. The difference is th a t the cards
con tain words, n o t pictures, and a m atching pair consists
n o t o f tw o identical cards, b u t o f tw o halves o f a colloca tion ,
fo r example: adopt + a law or fa ir + trial.
2 Each gro u p gets one set o f cards. First le t th e students
fam iliarise themselves w ith th e cards: they can spread them
on th e table face up and m atch all th e collocations, checking
in th e b o o k if necessary.
3 The cards are shuffled and spread on th e table face dow n.
The game can begin.
4 Each stu d e n t in tu rn turns over tw o cards. If the y do n o t
match, he o r she m ust p u t th e m back in the same position.
If the y are a pair, the stu d e n t has to make a sentence using
th e expression; after tha t, he/she can keep the pair. (If a player
ca n n o t make a sentence w ith th e colloca tion , he/she has to
p u t th e cards back face dow n.)
5 The w in n e r is the person w ith the greatest n u m b e r o f cards
a t th e end.
37
Longman Exam Accelerator «Teacher's Book © Pearson Central Europe Sp. z o. o. 2012 PHOTOCOPIABLE
Design a Common Room

W h a t purpose(s) w ill the C om m on

Room serve? W h a t do yo u expect
students to do there? H ow w ill it
benefit th e ir academ ic results a n d a ll­
ro u n d developm ent?

(ultra)m od ern
old-school
cosy
airy
spacious
(un)cluttered
?

Longman Exam Accelerator'Teacher's Book

tables, chairs
(swivel chairs? rocking chairs?)
sofa / corner sofa
armchairs
bookcase
plasma TV
sound system
com puter(s)
pool table
mattress
exercise mat(s)
exercise machine
com puter(s)
fridge
kitchen to p
sink
kettle
microwave oven
toaster
???
PHOTOCOPIABLE

p aint the walls

paper the walls
make the curtains
assemble the fu rn iture

39
 Longman Exam Accelerator •Teacher's Book > Pearson Central Europe Sp. z o. o. 2012 PHOTOCOPIABLE

Education reform
О
4 Work

Memory training 1: Categories

accountant accountant

A ccou n ts A ccounts

barrister barrister

benefit benefit

bonus bonus

challenging challenging

civil se rvan t civil se rvan t

counsellor counsellor

creative creative

C u stom e r Se rvice C u stom e r Se rvice

dem anding dem anding

fitn e ss coach fitne ss coach

manual manual

M arketing M arketing

pension pension

Public Relations Public Relations

repetitive repetitive

Research & Development Research & Development

rewarding rew arding

salary salary

S a le s S a le s

technician technician

tip tip

w ages w ages

'i 41
 5 Family and social life

Memory training 2: Abbreviations

1 2 3 4 5

NEPHEW NPHW NPH ALS

OFFSPRING OFSP OFS AQT

SIBLING SBLG SBL BPT

HALF-SISTER HFST HFS BRW

ADOLESCENT ALSC ALS CLG

DYSFUNCTIONAL DSFC DSF DSF

PHOTOCOPIABLE

UPBRINGING UBRG UBR ENG

BREADWINNER BRWN BRW HFS

NEWLYWEDS NLWD NLW HWR

REGISTRAR RGST RGS MOR

BAPTISM BPTS BPT NLW

ENGAGEMENT ENGM ENG NPH

MOURNING MORN MOR OFS

Longman Exam Accelerator • Teacher's Book

ACQUAINTANCE AQTN AQT PRV

COLLEAGUE CLGE CLG RGS

SCHOOLMATE SCMT SCM SBL

HOUSE-
HWRM HWR SCM
WARMING

PRIVACY PRVC PRV UBR

42
6 Food / Shopping and services

BINGO i
Find someone who ...

... hates ... avoids foods

.,. eats organic ... likes very ... is
decaffeinated which contain
food spicy food a vegetarian
coffee artificial flavours

... recently ... paid through

... thinks he/she ... can name ... always
bought something the nose for
is (almost) four kinds of fish buys the same
that w as a great something
a shopaholic in English favourite brands
bargain recently

Longman Exam Accelerator • Teacher's Book

... had some
... is annoyed
... buys lots of shopping
when he/she .,. likes window ... has got
things on the delivered to
can’t afford shopping a bank account
Internet his/her home
something
recently
... has
... recently ... buys
recently made
bought sugar-free drinks ... likes fatty ... can cook
a complaint
something that or sw eets meat scrambled eggs
about a faulty
was out of date
product
... was ... wanted
... can cook
dissatisfied with ... dislikes to return ... can bake
a hot meal
something he/ shopping malls something to a cake
(not a ready­
she bought a shop but had
made one)
recently lost the receipt
PHOTOCOPI ABLE

43
 7 T ravelling and tourism

WHAT WOULD YOU DO IF ...?

... you had all your money and credit cards stolen while on holiday
in a large European city?

... you were shipwrecked an found yourself on a desert island?

... you had five hours between planes in Paris?

... you had a two-month holiday, but very little money?

... you were hitchhiking and it started to rain heavily?

PHOTOCOPIABLE

... the train on which you were travelling was stuck in a snowdrift?

... you had to travel by train overnight and all the seats were taken?

... you were driving long-distance and you suddenly felt very sleepy?

... you were hiking in the mountains and lost your map?

... your passport was stolen on the last day of your holiday and
the airline refused to allow you on your flight home?

... you were offered a job you liked, but it involved commuting
for four hours a day?

... you arrived at a hotel during a school trip and discovered you
Longman Exam Accelerator'Teacher's Book

and your classmate had been given a double room instead of a twin?

... you saw an accident while driving on the motorway?

... a ticket inspector asked for your ticket and you discovered
you'd lost it?

you were cycling and the chain came off?

44
8 C ulture

The culture budget

You are members of the local council. You have to decide which of the culture projects below to give money to.
You can afford to finance three projects.
Questions to consider:
How many people would be interested in this event?
Would tourists who visit our town be interested? Would it bring in more tourists?
Do we have the facilities for this event?
Does the project promote the culture or history of our town / our region?
If the council does not finance this project, will it be able to find other sponsors?
Among the three projects selected, is there something for everyone in our town - different age groups,
people with different education and interests?

Project 1 Project 2
A concert of an in te rn a tio n a lly fam o u s pop star. An independent film festival (u n d e rg ro u n d ,
(O u td o o rs?) lo w -b u d ge t and n o n -m a in stre a m film s ).

Longman Exam Accelerator • Teacher's Book

Project 3 Project 4
An e xh ib itio n of p a in tin g and scu lp tu re by yo u n g A concert of cla ssica l m u sic fe a tu rin g
a rtists from va rio u s European co u n trie s, in clu d in g an in te rn a tio n a lly fam o u s p ia n ist.
three a rtists from o u r region.

Project 5 Project 6
A fash io n show fe a tu rin g the w o rk of sm a ll, An e xh ib itio n of tra d itio n a l arts and cra fts from
little -kn o w n , a lte rn a tiv e d esigners from our region: em b ro idery, pottery, objects carved
va rio u s co u ntries. in w ood, etc.

Project 7 Project 8
An e xh ib itio n d o cu m e n tin g the h isto ry and cu ltu ra l A rt w o rksh o p s fo r ch ild re n , run by p rofessional
presence of e thn ic m in o ritie s in o u r region. a rtists and u sin g a v a rie ty of m a te ria ls and
The e xh ib itio n w ould be acco m p an ied by ta lk s tech n iq u es.
PHOTOCOPIABLE

by local h isto ria n s, and p o ssib ly also by a book.

45
 9 H ealth / Sport

Sport, health and verb patterns

claim explain encourage rem ind warn deny

inform rem ind offer refuse suggest tell

blood
advise threaten lungs joint heal
circulation
PHOTOCOPIABLE

hearing- speech
bronchitis crutch cure treat
impaired therapist

wound injure scar pneumonia recover allergic

physical
referee score (a goal) bat court pitch
strength
Longman Exam Accelerator • Teacher's Book

perfomance
serve tournament - enhancing overtime warm up opponent
drugs

sponsorship
sporting event physiotherapist flexible athlete disability
deal

o ^ -

46
ю Science and technology

Science and technology board game

Longman Exam Accelerator-Teacher's Book

PHOTOCOPIABLE

47
 Longman Exam Accelerator - Teacher's Book ) Pearson Central Europe Sp. z o. o. 2012 PHOTOCOPIABLE

и Nature and
ь
CD

<л
TO

environment
1 2 State and society

Collocations Memory

pass/adopt a law fair trial

approve the budget foreign trade

і
t
і
t
t
і

make | a profit capital punishm ent

s
1
і
1

Longman Exam Accelerator -Teacher's Book

take h o stages life im prisonm ent

com e to pow er econom ic boom /crisis

of speech/
freedom conscience/ peace ta lks/tre aty
assem bly

Prim e M in ister corruption scandal

PHOTOCOPIABLE

M em ber of Parliam ent opinion poll

49
 T ests • V o c a b u l a r y

T est i People Test 2 Home

ф Complete the missing words. The first letter of
each word is given.
1 A f te r th e tre k , w e re tu rn e d h o m e c o m p le te ly
e__________ . W e c o u ld h a rd ly w a lk .
2 She w as m o re th a n h a p p y w h e n she re ce ive d he
new s; she w as a b s o lu te ly e__________ .
3 W h e n I re a lise d th e d o g w a s g o in g to a tta c k us,
I w as so t _________I c o u ld n 't m o ve .
4 He's a b it to o v__________ f o r m y taste. H e loves
lo o k in g a t h im s e lf in th e m irro r!
5 She's w o n d e r fu lly e__________ . She alw ays does
e v e ry th in g w e ll a n d t h o r o u g h ly a n d d o e s n 't
seem to w a s te a n y tim e .
ф Complete the missing words. The first letter of
each word is given.
1 She lives in a litt le s__________ fla t in L o n d o n .
2 I'm so c o ld ! Let m e s it n e x t t o th e r_________ to
w a rm m y s e lf up.
3 T h e y live in a h ig h -ris e b lo c k o n a 1970s h o u s in g
e__________ .
4 T h is c o o k e r c a n n o t be re p a ire d a n y m o re . Y o u 'll
have to r__________ it. A n e w o n e s h o u ld n ’t be to o
e xp en sive.
5 I t'll ta k e us t w e n t y years t o pay o f f th e m _________
o n th is house.

ф Complete the missing verbs. The first letter of each # Match the words to make compound nouns.
verb is given. 1 sw ive l I і a p h o to g ra p h

1 I h a d ju s t e n o u g h t im e t o g__________ a t th e c lo c k 2 bunk [ і b o f d ra w e rs
a n d see it w as 8.30.
3 ro lle r і I c c h a ir
2 Please d o n 't I__________ b a c k in y o u r c h a ir w h e n
4 fra m e d і I d b lin d s
I'm ta lk in g to yo u .
5 ch e st I і e beds
3 She s to p p e d to w __________ s o m e th in g in John's
ear, th e n le ft th e ro o m .
ф Complete the sentences with the correct
4 I saw th e m a n b__________his fis t o n th e tab le angrily. prepositions.
© Pearson Central Europe Sp. z o. o. 2012

5 If y o u w a n t to a p p e a r frie n d ly a n d o p e n , d o n 't
1 M rs Pearce lives in a n o th e r f la t a n d she le ts th is
f __________ y o u r a rm s across y o u r chest.
o n e ___ to te n a n ts .

ф Complete the sentences with the correct 2 A f te r th e p a rty , w e h a d to c le a n ___ th e mess

prepositions. b e fo re o u r p a re n ts re tu rn e d .

1 I m u s t say I d o n 't a p p r o v e ___ th e w a y y o u tre a t 3 W e ’ve b o u g h t a n e w house. W e can m o v e ___

y o u r g irlfrie n d . n e x t m o n th .

2 Jack's frie n d s c o m p lim e n te d h i m ___ his 4 T his fla t is in p o o r c o n d itio n . It ne ed s d o in g ___ .

p e rfo rm a n c e in th e play.
5 A le x a n d Rosie have d e c id e d t o s e t ___ ho u se
3 If y o u in s is t ____d o in g e v e ry th in g p e rfe c tly , y o u to g e th e r.
m a y n e v e r fin is h th is task.
^ C om plete the gaps w ith words form ed from the
4 M rs W o o d ta ke s p r i d e ___ h e r c h ild re n .
words in capital letters.
5 Jane is c o m p le te ly fo c u s e d ___ h e r stu d ie s.
1 T h e ro o m w as w o n d e r f u lly __________ (SPACE) a n d
ф Com plete the gaps w ith words form ed from the airy.
words in capital letters.
2 H e r fla t is v e r y __________ (STYLE) a n d e le g a n t.
1 She's a g o o d frie n d , loyal a n d __________ (SUPPORT).
3 W e n e e d to m e a su re t h e __________ (L O N G ) o f th is
2 W h a t he said s e e m e d c o m p le te ly __________ ro o m .
(L O G IC ) to m e - it d id n 't m a k e a n y sense.
4 T h e y live in a q u i e t __________ (R E S ID E N T) area.
3 B eing a b le t o c o n tro l y o u r e m o tio n s is p e rc e iv e d as
5 T h e __________ ( M A IN T A IN ) o f a h u g e h o u se like
a sign o f __________ (M A T U R E ).
th is m u s t c o s t a fo rtu n e .
4 I'm a fra id o u r a c tio n s w e re based o n a false
(A S S U M E ). TOTAL: Ш
5 I have p ro b le m s g e ttin g th in g s d o n e be cau se I'm
t o o __________ (O R G A N IS E D ).

TOTAL: E 3
50
Test 3 School Test 4 Work

^ Complete the missing words. The first letter of ^ Complete the missing words. The first letter of
each word is given. each word is given.
1 He w e n t t o a t r a d itio n a l b__________ s c h o o l, so he 1 If y o u ’ve g o t le a k in g p ip e s in th e b a th ro o m , y o u
o n ly saw his p a re n ts d u r in g h o lid a ys. n e e d a p __________ .

2 L ittle c h ild re n m a y g o t o a n__________ s c h o o l o r 2 A c __________ s e rv a n t is s o m e o n e e m p lo y e d by

k in d e rg a rte n . a g o v e rn m e n t d e p a r tm e n t o r agency.

3 He w e n t to a v __________ s c h o o l to tra in t o be 3 She w as o ffe re d a s__________ o f £ 80,000 a year.

a re s ta u ra n t chef. 4 I've g o t t w o jo b s . I feel safer w ith m o re th a n o n e
4 T h e s c h o o l ye a r is d iv id e d in to t w o t __________ . s o u rc e o f і__________ .

5 W h e n y o u g ra d u a te fr o m u n iv e rs ity , y o u g e t 5 R ic h a rd ru n s his o w n business a n d m akes

a d __________ : firs t a BA, th e n an M A . a g o o d p __________.

6 T h e m o n e y a re tire d p e rs o n receives is c a lle d

О Match the words to make com pound nouns. a P__________ •
1 e n tra n c e / e x te rn a l О a te x t
7 T his jo b o ffe rs e x c e lle n t p __________ o f p ro m o tio n .
2 e x tra -c u rric u la r О b average
8 Y ou are e n title d to six m o n th s ' p a id m a te r n ity
3 s o u rc e □ C s h a rp e n e r I__________ .

4 g ra d e -p o in t О d exa m
^ C o m p le t e t h e s e n te n c e s w i t h t h e c o r r e c t
5 p e n c il О e a c tiv itie s p r e p o s it io n s .

Longman Exam Accelerator • Teacher's Book

^ Complete the sentences with the correct 1 I'm d o in g m y b e st to c a r r y ___ m y d u tie s , b u t

prepositions. th e boss d o e s n 't seem sa tisfie d .

2 I m g o in g a w a y ____business to m o r r o w .
1 I e x p e c t y o u to h a n d ___ h o m e w o r k o n tim e .
3 A s a c u s to m e r se rvice ad viso r, y o u 'll have to
2 S om e fa m o u s p e o p le d r o p p e d ___ o f s c h o o l a n d
a e a l___ p e o p le all day.
n e v e r w e n t to u n iv e rs ity .
4 Luke c a n 't w o r k ___ pressure. Stress m ake s h im
3 A fte r I b ro k e m y leg la st year, I f e l l _____ w ith m y
" e ffic ie n t.
s c h o o l w o rk . It t o o k m e a m o n th to c a t c h _____ o n
e v e ry th in g I'd m issed. 5 Liz is in te re s te d in a c a r e e r ___ th e m e d ia .

4 Can I b o r r o w y o u r H is to ry notes? I d id n 't m an ag e 6 z f у th o u s a n d p e o p le are o u t _____ w o r k

to n o t e ______ all th e dates. in th is re g io n .

Complete the gaps with words formed from the ^ C o m p le te t h e g a p s w i t h w o r d s f o r m e d f r o m t h e

words in capital letters. w o r d s in c a p it a l le tt e r s .

1 In m y fa th e r's s c h o o l, s tu d e n ts w e re e x p e c te d to 1 —"Є g o v e rn m e n t is la u n c h in g a n e w p ro g ra m m e to
M E M O R Y ) a lo t o f in fo rm a tio n . h e lp t h e _________(E M P L O Y ) re tra in f o r n e w jo b s.

2 T n i; :e s : — easures t h e __________ (A B LE ) to do 2 As a n __________ (E M P L O Y ), y o u have th e r ig h t

bas'c a ' th m e tic . to h e a lth in s u ra n c e a n d sick pay.

3 s sc " eo l has a re p u ta tio n fo r h ig h __________ 3 la ike to be a __________ (B E A U T Y ) because I like th e

(A C A D E M Y sta n d a rd s. aea o f m a k in g p e o p le feel g o o d a b o u t th e m se lve s.

4 __________ C 4 SLEXIA) s tu d e n ts are e n title d to - O u r boss has ju s t a n n o u n c e d h i s __________

e x tra : m e d u r ng th e exam s. RETIRE). H e ’s 65, b u t I t h o u g h t he w a n te d
: : c o n tin u e w o rk in g .
5 I th in к __________ ..CREATE) s u b je c ts s h o u ld be
g iv e — ore ~ n o r :a n c e . 5 D a v id h a te d th e jo b ; it w as b o rin g a n d __________
REPEAT).
TOTAL: П
6 I — s tu d y in g p s y c h o lo g y be cau se I'd like to w o r k as
PHOTOCOPIABLE

a __________ (C O U N S E L) f o r y o u n g p e o p le .

TOTAL: jK j

51
 T est 5 Fam ily an d so cia l life T est 6 Food / Sh o ppin g and services

ф Complete the missing words. The first letter of
each word is given.
1 A fo rm a l w o r d f o r y o u r b ro th e rs a n d sisters
is s__________ .
2 T h e w o r d s______ can m e a n a h u s b a n d o r w ife .
ф Complete the missing words. The first letter of
each word is given.
1 W h o le m e a l b re a d is a g o o d s o u rc e o f f __________ .
2 C an y o u g_________ th e cheese w h ile I d ra in th e
pasta?

3 P eo ple w h o are g e ttin g m a rrie d are c a lle d th e b rid e 3 T h e b__________ o n a p r o d u c t c o n ta in s v a rio u s

a n d g__________ . d a ta a b o u t it, such as its p ric e a n d s e ll-b y d a te .

4 P e o p le w h o have ju s t g o t m a rrie d are c a lle d 4 T h is ite m is g o in g to be a p re s e n t. C o u ld y o u

n __________ . g__________ it f o r me?

5 She’s in m __________ be cau se h e r h u s b a n d d ie d 5 I’d lik e t o w ith d r a w s o m e m o n e y fr o m m y

la st m o n th . a

6 A s an a d u lt, y o u have to w o r r y a b o u t m a k in g
Match the words to make compound nouns.
e n o u g h m o n e y t o s__________ y o u r fa m ily .
1 a rtific ia l ! I a p ric e
7 I d o n 't k n o w h im v e ry w e ll. He's ju s t
an a__________ . 2 u n s a tu ra te d EH b m a c h in e
8 Is it im p o r t a n t f o r y o u t o have a w id e 3 conveyor EH c fa ts
c_________ o f frie n d s? 4 re ta il EH d fla v o u r

О Match the words to make com pound nouns. 5 cash EH e b e lt

1 single EH a budget ^ Complete the sentences with the correct

2 nuclear/extended EH b m a in te n a n c e prepositions.
3 maternity EH c c o m p a n io n 1 T h e re ’s a sale a t th e s p o rts sh o p . A ll w in t e r s p o rts
e q u ip m e n t is 40 p e r c e n t ___ .
4 family EH d p a re n t
2 W e ’re g o in g t o pay f o r th e T V _ _ in s ta lm e n ts .
© Pearson Central Europe Sp. z o. o. 2012

5 child EH e fa m ily
3 T h is ja m is ___ o f d a te .
6 travelling EH f c lo th e s
4 T h e y w a n te d m e t o pay 50 p e r c e n t ___ ad van ce.
^ Complete the sentences with the correct 5 I'd lik e to p a y ___ c r e d it card .
prepositions.
1 M y b r o th e r a n d I have g o t a l o t __ _ c o m m o n .
ф Complete the gaps with words formed from the
words in capital letters.
2 M r C la rk is m y n e ig h b o u r, b u t I o n ly k n o w h i m ___
s ig h t. 1 W e 'v e re c e iv e d th is a n g ry le tte r fr o m
a __________ (SATISFY) c u s to m e r.
3 M y a u n t is f o n d ___ _ c h ild re n , even th o u g h she
h a s n 't g o t any. 2 T h e se rvice w as n o t v e ry g o o d , b u t it
w a s __________ (SATISFY).
4 I've w o rk e d h a rd all w e e k a n d n o w I in te n d
t o p u t m y f e e t ___ . 3 To g e t a re fu n d , y o u n e e d t o p re s e n t
(P R O V E ) o f p u rch a se .
5 M y siste r a n d h e r fia n c e f e l l __ _ la st w e e k, b u t
t h e y ’ve m a d e u p n o w . 4 T h e D V D is __________ (F A U LT ). T h e f ilm keeps
s to p p in g a n d s ta rtin g .
6 I have m a n y pals, b u t I o n ly c o n f id e ____th re e close
frie n d s . 5 I've s e n t th e m a le tte r o f __________ (C O M P L A IN ).

TOTAL: ED TOTAL: E D

52
T est 7 T ra vellin g an d to u rism T est 8 C ulture

^ C o m p le te th e m issing w o rd s. The fir s t le tte r o f M a tc h th e w o rd s fro m th e box to th e typ es o f a rt.

each w o rd is given.
b a r ca st easel key e n g ra v in g e x tra s im ile
1 A p la ce w h e re t w o o r m o re roa ds m e e t is c a lle d stage sta n za stalls

a j ___________ •
lite ra tu re : _
2 A h o u se o n w h e e ls is c a lle d a c___________ .
th e a t r e : __
3 T he p a r t o f a b ike w h ic h y o u h o ld w h e n rid in g
f i l m : _____
is c a lle d th e h ___________ .
m u s ic :___
4 A p e rs o n w h o tra v e ls a lo n g d is ta n c e to w o r k e ve ry
d a y is a c___________ . visu a l arts:

5 T h e m o n e y y o u pay f o r a jo u r n e y is c a lle d
C o m p le te th e m issing w o rd s. The fir s t le tte r o f
a f __________ .
each w o rd is given.

^ M a tc h th e w o rd s to m ake c o m p o u n d nouns. 1 H ave y o u g o t n o t h in g b e tte r t o d o th a n rea d th e

1 p e tro l □ a pass
go ssip c__________ in th e D a ily M irro r ?

2 rin g □ b tu b e
2 T h e m u s e u m has an im p re s s iv e c o lle c tio n o f
s__________ lives by 17th c e n tu ry D u tc h p a in te rs .
3 b o a rd in g □ c ro o m
3 P olanski's f ilm The Ghost W rite r is b__________ on
4 ca r □ d ro a d
a n o v e l b y R o b e rt H arris.
5 t w in □ e re n ta l
4 T h e a c tio n o f The H u rt Locker, w in n e r o f th e 2010
6 in n e r □ f s ta tio n A c a d e m y A w a rd f o r Best M o v ie , is s__________ in
Iraq.
C o m p le te th e sentences w ith th e c o rre c t
p re p o sitio n s. C om p le te th e gaps w ith w o rd s fo rm e d fro m the
w o rd s in c a p ita l le tte rs .
1 W e g o t ___ b o a rd a n d fo u n d o u r ca b in .

2 Press th e c lu tc h b e fo re y o u p u t th e c a r ___ gear. 1 C h arle s M . S chulz, t h e __________ (C A R T O O N )

w h o c re a te d Peanuts, d ie d in 2000.
3 I'm s o rry I'm late. I w as h e ld ___ in tra ffic .
2 T h e H u n g a r ia n - B r itis h __________ (C O N D U C T ) Sir
4 I w e n t to th e s ta tio n t o s e e ___ m y m u m , w h o was
G e o rg S o lti w o n 31 G ra m m y A w a rd s f o r re c o rd in g s
g o in g o n h o lid a y .
o f classical m u sic.
5 If w e w a n t to be th e re b e fo re n ig h tfa ll, w e m u s t set
3 A le x w a n ts t o go t o th e L o n d o n C o lle g e o f M u s ic
early.
a n d b e c o m e a __________ (V IO L IN ).

^ C o m p le te th e gaps w ith w o rd s fo rm e d fro m th e 4 T his n e w s p a p e r has a __________ (C IR C U L A T E ) o f

w o rd s in c a p ita l le tte rs. 80 0,00 0 c o p ie s a day.
© Pearson Central Europe Sp. z о. o. 2012

1 W e sat d o w n in t h e __________ (D E P A R T) lo u n g e 5 T h e B r it is h __________ (P LA Y ) H a ro ld P in te r

a n d w a ite d f o r o u r f lig h t t o s ta rt b o a rd in g . re c e iv e d th e N o b e l Prize f o r lite ra tu re in 2005.

2 A c ro w d o f fans a w a ite d th e __________ (A R R IV E ) 6 T h e __________ (C O M P L E X ) o f James Joyce's Ulysses

o f th e O ly m p ic te a m a t th e a ir p o rt. m akes it ra th e r d if f ic u lt to read.

3 Please d o n o t leave y o u r lu g g a g e __________

TOTAL:
(A T T E N D ).

4 T h e c a r w as b a d ly d a m a g e d in t h e __________
(C O L L ID E ), b u t fo r tu n a te ly th e passengers s u ffe re d
o n ly m in o r in ju rie s .

TOTAL: Ш1

53
 T est 9 H ealth / Sport T est 10 Scien ce and tec h n o lo g y

^ C om p le te th e m issing verbs. The fir s t le tte r o f each

ve rb is given.
О M a tch th e w o rd s to m ake c o m p o u n d nouns.
1 e le m e n ta ry a e le m e n t / c o m p o u n d
1 It t o o k h im a yea r t o r__________ fr o m th e in ju rie s . 2 s o la r / c o o rd in a te b e n g in e
2 There's n o n e e d to t __________ th is s lig h t c o ld w ith
3 s te a m / je t Q c r e p r o d u c tio n
a n tib io tic s .
4 sexual L l d p a rtic le
3 'W ill y o u be ab le t o c__________ h im , d o c to r? '
5 c h e m ic a l j___| e system
asked th e c h ild 's m o th e r.

4 It lo o k e d like a m in o r c u t, b u t it's ta k in g a lo n g 0 C o m p le te th e m issing verbs. The fir s t le tte r o f each

tim e to h__________ . ve rb is given.
5 A th le te s w h o t __________ p o s itiv e f o r b a n n e d
1 W e 're n o w lo o k in g fo r e v id e n c e to c__________ o u r
d ru g s w ill be d is q u a lifie d .
h y p o th e s is .

^ C o m p le te th e m issing w ords. The fir s t le tte r o f 2 C e rta in re lig io u s g ro u p s r__________ th e th e o r y

each w o rd is given. o f e v o lu tio n a n d d e m a n d t h a t it s h o u ld n o t be

ta u g h t in scho ols.
1 I re m e m b e r h a v in g c h ic k e n p __________ w h e n
I w as seven. I w as c o v e re d in re d sp o ts! 3 W e 'v e g o t lo ts o f d a ta ; n o w w e have to a__________
it to reach s o m e c o n c lu s io n s .
2 D a n ie l has b ro k e n his a rm a n d he's g o t a p la s te r
4 S eriou s a c a d e m ic jo u rn a ls re fu s e d to p __________
c__________ o n it.
his re p o rt.
3 If y o u have d if f ic u lt y p r o n o u n c in g c e rta in sou nd s,
5 It r__________ u n c le a r w h e th e r m o b ile p h o n e s are
y o u n e e d a s__________ th e ra p is t.
a risk fa c to r f o r cancer.
4 If s o m e o n e is v__________ im p a ire d , th e y c a n 't see
6 T his is an in te re s tin g id e a a n d I'd like to і__________
w e ll.
it fu rth e r.
5 A s__________ d u n k is o n e o f th e m o s t im p re s s iv e -
lo o k in g th in g s a b a s k e tb a ll p la y e r can do. ^ C o m p le te th e sentences w ith th e c o rre c t
© Pearson Central Europe Sp. z o. o. 2012

p re p o s itio n s .
M atch s p o rt disciplines 1- 5 to s p o rt e q u ip m e n t a -e .
1 T h e q u e s tio n w h e th e r th e re is a d ire c t
te n n is □ a bat
l i n k ______ v id e o ga m es a n d re a l-life
ta b le te n n is □ b c lu b v io le n c e has been d e b a te d fo r years.

hockey □ c cue 2 A large b o d y ___ e v id e n c e suggests t h a t sug ar

g o lf □ d ra c k e t is h a rm fu l to y o u r h e a lth .

snooker □ e s tic k 3 T h e e ffe c t o f n e w m e d ia ___ s o c ie ty is th e s u b je c t

o f m a n y stu d ie s.
^ C o m p le te th e gaps w ith w o rd s fo rm e d fro m th e 4 T h e e v id e n c e is in s u ffic ie n t. W e 'll have t o c a r r y ___
w o rd s in c a p ita l le tte rs . m o re e x p e rim e n ts .

1 W e ig h tliftin g re q u ire s a g o o d de a l o f p h ysica l

^ C o m p le te th e sentences w ith th e m issing w ords.
(S T R O N G ).
1 T he In te rn e t is also k n o w n as th e W o r ld W id e
2 Rose is __________ (A LLE R G Y ) to p e a n u ts .

3 In th e P a ra ly m p ic s a th le te s are d iv id e d in to g ro u p s
2 R A M sta n d s fo r R a n d o m A c c e s s __________ .
a c c o rd in g to t h e i r __________ (D IS A B LE D ).
3 A n LCD is a liq u id c r y s t a l__________ .
4 He s p e n t th e w h o le e v e n in g b o a s tin g o f his a th le tic
(A C H IE V E ). 4 T hese ico n s are c a lle d __________ be cau se th e y
p ro v id e y o u w ith a s h o rte r w a y to th e p ro g ra m s
5 Even a s m a ll__________ (IN JU R E) to th e sp in a l c o rd
a n d file s y o u use fre q u e n tly .
m a y leave a p e rs o n pa ralysed.
5 A m e m o r y __________ can also be called a pend rive.
C
(C TOTAL; m
E TOTAL: m
о
T est і і N ature and environm ent T est 12 State and so ciety

4 ^ M atch th e w ords fro m th e box to d e scrip tio n s 1 -1 0 . ^ C o m p le te th e m issing w ords. The fir s t le tte r o f
each w o rd is given.
і b irc h d a ffo d il d riz z le gale s p a rro w
: fo r g e t- m e - n o t m is t p in e sle et sw an 1 T h e ro le o f th e p a rlia m e n t is to p __________ laws.
T he ro le th e e x e c u tiv e b ra n c h is to і__________
1 A b lu e f lo w e r : __________ th e m , a n d o f th e c o u rts - to in te r p r e t a n d
a__________ th e la w in s p e c ific cases.
2 A y e llo w f lo w e r : __________
2 F re e d o m o f s__________ is th e r ig h t to express
3 A w h ite t r e e : __________
o p in io n s freely.
4 A tre e w ith n e e d le s :__________
3 S u p p ly a n d d __________ are t w o fa c to rs w h ic h
5 A sm a ll b ro w n b ir d : __________
a ffe c t th e p ric e o f g o o d s.
6 A large w h ite b ir d : __________
4 A f te r th re e years, th e n e w c o m p a n y fin a lly s ta rte d
7 A lig h t r a in : __________ m a k in g a p __________ .
8 A ra in m ix e d w ith s n o w :__________
0 M a tc h th e w ords to m ake c o m p o u n d nouns.
9 A th in f o g : __________
1 hum an EH a tre a ty
10 A v e ry s tro n g w in d : _________
2 fo re ig n [ I b p o ll
^ C o m p le te th e m issing w ords. The fir s t le tte r o f
3 c a p ita l і I c rig h ts
each w o rd is given.
4 peace I I d p u n is h m e n t
1 T h e T atras are th e h ig h e s t m o u n ta in
5 o p in io n I I e scan da l
r__________ in th e C a rp a th ia n M o u n ta in s .
6 c o r r u p tio n I I f tra d e
2 T he Ib e ria n p __________ in c lu d e s th e c o u n trie s o f
A n d o rra , P o rtu g a l, S pain a n d th e B ritis h c o lo n y o f
ф C o m p le te th e sentences w ith th e c o rre c t
G ib ra lta r.
p re p o s itio n s .
3 S o m e b ird s have b u ilt a n __________ in th e tre e
1 T he th ie v e s w e re fo u n d g u i l t y ___ a rm e d ro b b e ry .
o u ts id e o u r w in d o w .
2 T he d riv e r w h o cau sed th e a c c id e n t was
4 Bears h __________ in w in te r.
d is q u a lifie d ___ d r iv in g fo r fiv e years.
5 Large areas o f fo re sts in th e m o u n ta in s w e re
3 Y ou c a n n o t be fo rc e d to be a w itn e s s ___ yo u rse lf.
d e s tro y e d by a__________ rain.
4 T he r u l e ___ la w is a p r in c ip le w h ic h states t h a t all
6 O il a n d gas are f __________ fuels.
pe rso n s a n d in s titu tio n s m u s t o b e y th e law.

C om p le te th e gaps w ith w o rd s fo rm e d fro m the

ф C o m p le te th e gaps w ith w o rd s fo rm e d fro m th e
w ords in c a p ita l le tte rs.
w ords in c a p ita l le tte rs .
1 T he K y o to P ro to c o l is an in te rn a tio n a l a g re e m e n t
1 N o w e a p o n s o f m a s s __________ (D E S TR O Y ) © Pearson Central Europe Sp. z о. o. 2012
to re d u c e g re e n h o u s e g a s __________ (E M IT ).
w e re fo u n d in Iraq.
2 C o n tin u e d d e s tru c tio n o f tro p ic a l ra in fo re s ts m ay
2 L ife __________ (IM P R IS O N ) is th e h ig h e s t
lead t o __________ (D ISASTER ) e ffe cts.
p u n is h m e n t f o r a c rim e in th e EU.
3 T he G ia n t Panda is p e rh a p s th e b e s t-k n o w n
3 __________ (E C O N O M Y ) g r o w th b rin g s a b o u t b o th
__________ (D A N G E R ) species because o f its use as
g o o d a n d b a d e ffe cts.
th e lo g o o f th e W o r ld W ild life Fund.
4 W e ’re s p e n d in g to o m u c h . W e 'v e g o t t o __________
4 S u n lig h t a n d w in d are c o n s id e re d to be sources
(E C O N O M Y ) o r w e 'll so o n be bro ke.
o f _________(R E N E W ) energy.

TOTAL: m
TOTAL: E 3

55
 Tests • U se of En g l is h

TES T 1 M U L T IP L E C H O IC E

Choose th e c o rre c t answers. Choose th e c o rre c t answers.

1 I'm a fra id th is t o p d o e s n 't _ ______y o u - p e o p le 1 W ho th e ca r a t th e t im e o f th e c o llis io n ?

w ith gre en eyes s h o u ld n 't be w e a rin g th is k in d o f A has be en d r iv in g В d ro v e
b lu e . C ha d been d r iv in g D w as d r iv in g
A s u it В go w ith 2 It's t im e y o u s to p p e d th e se s illy c h ild is h fa n ta sie s
C m a tc h D f it o n c e __________ .
T h e sa la ry is n o t th e b e st th in g a b o u t m y n e w jo b A a n d f o r all В m o re tim e
b u t I s o m e h o w m a n a g e t o __________ . C f o r e ve r D a l i th e tim e
A c a tc h u p В g e t by 3 O n __________ average, h o w m a n y h o u rs d o e s y o u r
C fa ll th r o u g h D s ta n d up h u s b a n d w o r k e v e ry m o n th ?
I’ll le t y o u use m y c a r __________ y o u p ro m is e to A - Ba
d riv e v e ry c a re fu lly . Can D th e
A a lth o u g h В as lo n g as 4 I'm a fra id I h a v e n 't__________ w r it in g C h ris tm a s
C w henever D as if ca rd s yet.
For t h o s e __________ o n a rc h a e o lo g y , w e can o ffe r A p u t u p w ith В ru n o u t o f
e x p e d itio n h o lid a y s in E gypt. C g o t ro u n d to D g o n e in fo r
PHOTOCOPIABLE

A fo n d В in te re s te d 5 M y b o y frie n d d o e s n 't re a lly m i n d __________ m e

C e n th u s ia s tic D keen a h a n d w ith th e w a s h in g -u p a n d o th e r h o u s e h o ld
E v e ry b o d y likes b e in g ta k e n care o f a n d p a m p e re d , cho res.
? A t o g ive В g iv in g
A d o e s n ’t he В d o n 't th e y C t h a t he gives D give
C d o e s n 't it D a re n 't th e y 6 N o s o o n e r __________ d o in g m y h o m e w o rk , th a n th e
6 I'm a fra id y o u ’ll have t o . ________s o m e th in g te a c h e r c a m e in to th e c la ssro o m .
a lit t le m o re fo rm a l to w o rk . A h a d I fin is h e d В I fin is h e d
A be use d t o w e a rin g В used t o w e a r C d id I fin is h D I h a d fin is h e d
C used t o w e a rin g D g e t used to w e a rin g 7 M y frie n d s a n d fa m ily c o n g ra tu la te d m e __________
T h e p o lic e m a n _______ sp o k e d id n 't have a c lu e p a ssin g th e fin a l exa m .
w h a t w as g o in g on. A about В w ith
A who В t o w h ic h C on D fo r
C to w h o m D w hose 8 By th e t im e w e g e t to th e th e a tre , th e p e rfo rm a n c e
8 If I w e re y o u , I’d ta k e w h a t he says w i t h __________ .
A a p in c h o f s a lt В a ja r o f ja m A w ill s ta r t В s ta rts
C a p ie ce o f cake D a c u p o f tea C is a b o u t to s ta r t D w ill have s ta rte d

9 __________ to c o m m u te t o w o r k b y tra in ra th e r th a n 9 A th ir ty - fiv e - y e a r - o ld m a n w a s s to p p e d a t th e

be s tu c k in a b o r in g jo b in m y lit t le to w n . a ir p o r t a n d la te r t h a t w e e k __________ w ith
A I'd p re fe r В I lik e m o re s m u g g lin g ille g a l g o o d s in to th e c o u n try .
Longman Exam Accelerator • Teacher's Book

С I p re fe r D I'd ra th e r A c h a rg e d Вa ccu se d

10 If y o u __________ y o u r fa th e r's w a rn in g s , y o u m ig h t C s e n te n c e d D a rre s te d

n o t be a live to d a y . 10 To be a b s o lu te ly h o n e s t,__________ o f th e t w o
A ig n o re d В h a d ig n o re d c o n c e rts w as a n y g o o d .
C have ig n o re d D w o u ld have ig n o re d A none В e ith e r
C n e ith e r D b o th

56
ф Read th e te x t and choose th e c o rre c t answers.

THE INTERNET HAS TURNED US ALL INTO HYPOCHONDRIACS

Remember the medical encyclopaedia? It was printed in an improbably small font and weighed a tonne, but
every family used to have one - and many probably still1_____. For decades this hefty tome was our only
reliable source of medical information.
2_____has changed in the fifteen years since the Telegraph website first went online, not the least of which is
the transformation in how we keep ourselves healthy. From getting a diagnosis online, obtaining information on
local hospitals or GPs to obtaining remedies, the internet3_____a one-stop shop for the sick, the infirm or just
the worried.
1994, the year when the good ship Electronic Telegraph first4_____sail, also saw the first major development
in the field of internet health with the creation of PharmWeb. It revolutionised the way health advice was
distributed by creating a community where professionals and patients could discuss medical and health-related
issues. Four years later. MedlinePlus. an online health encyclopaedia was launched, collating medical advice
5_____adding elements such as health news and a directory of healthcare providers.
Online pharmacies have6____ . offering a range of legal and not so legal remedies. Online drugs are big business:
the Royal Pharmaceutical Society 7_____two million people in the UK regularly buy drugs over the internet.
8_____patients who have benefited from the digital revolution. Many developments have eased the workload
of doctors and other health professionals: NHS Direct was launched in 1999, allowing patients to diagnose
themselves anonymously from the comfort of their own sickbeds. Over 18 million people a year visit the website,
a significant9_____would otherwise be sitting in GPs’ waiting rooms.

Longman Exam Accelerator 'Teacher's Book

Such developments 10_____impossibly futuristic 15 years ago. But thus has been the inexorable rise of the
web - breaking down boundaries, bringing the world to our screens. And for those struggling to define this
brave new frontier in health, it’s even generated its own term - cyberchondria, or a web-fuelled preoccupation
with illness. Flow very 21st century.

Abridged from www.telegraph.co.uk/health 6613656/The-interiiet-has-lunied-iis-all-uito-hypocIiondriacsJuml

1 A have
2 A M a n y th in g s
3 A ha d b e c o m e
4 A set
5 A in s p ite o f
6 A s p ru n g u p
7 A a c c o u n ts fo r
8 A B u t it's n o t o n ly
9 A q u a n tity o f w h o
10 A h a d se e m e d
В do C are D d id
В P le n ty m o re C A g re a t deal D Q u ite a fe w
В becam e C has b e c o m e D becom es
В m ade C tu rn e d D s ta rte d
В w h ere as C so t h a t D w h ile
В g o t over C tu r n e d o f f D ta k e n aw ay
В e s tim a te s t h a t C a p p ro x im a te s a b o u t D adds up
В H o w e ve r, q u ite a fe w C T his w as g o o d fo r D In c re a s in g ly m o re a n d m o re
В a m o u n t o f w h ic h C num ber o f w hom D p e o p le o f th e se
В w o u ld have see m ed C w ill have se e m e d D have se e m e d

TOTAL: m
PHOTOCOPIABLE

57
TEST 2 SENTENCE TRANSFORMATIONS

^ C o m p le te th e sentences u sing th e w ords given 3 I h a v e n 't d o n a te d a n y th in g to th e c h ild re n 's h o s p ita l

so th a t th e m e a nin g is th e same as in th e o rig in a l fu n d f o r a lo n g tim e .
sentences. I t ’s a lo n g t i m e _____________________________________
to th e c h ild re n 's h o s p ita l fu n d .
1 She a rra n g e d f o r s o m e o n e t o w a te r h e r flo w e rs w h ile
she w as away. (H A D ) 4 'D o n 't s ta n d fo r P a rlia m e n t,’ he said to m e.

S h e _______________________________________________ He a d v is e d _________________________________________

w h ile she w as away. P a rlia m e n t.

2 'D id y o u have to e x p e rim e n t w ith a n u m b e r o f 5 I'm n o t g o in g to to le ra te such la n g u a g e a n d

d iffe re n t m a te ria ls? ' he asked. (IN Q U IR E D ) d is re s p e c t in m y house!

H e _________________________________________________ I'm n o t g o in g to p u t _______________________________

w ith a n u m b e r o f d iffe re n t m a te ria ls . in m y house!

3 I a m sure he w as c h e a tin g d u r in g th e e n tra n c e exa m 6 I t h in k I w o n 't g e t a lo a n fr o m th e b a n k be cau se m y

to o u r co lle g e . (BEEN) a c c o u n t has been o v e rd ra w n several tim e s .

H e _________________________________________________ If m y a c c o u n t ______________________________________

d u r in g th e e n tra n c e exa m to o u r colleg e. fr o m th e b a n k.

4 I ad vise y o u t o c h e c k all th e fig u re s b e fo re y o u re fe r

t o th e m in y o u r p re s e n ta tio n . (BETTER)
^ C om p le te th e sentences using th e w o rd s given
Y o u _______________________________________________
so th a t th e m e a n in g is th e same as in th e o rig in a l
b e fo re y o u re fe r t o th e m in y o u r p re s e n ta tio n .
sentences.
5 M y n e w b o y frie n d is so in te llig e n t t h a t all m y frie n d s
1 In th e USA, th e y are re p la c in g t h e ir o ld e d u c a tio n a l
t o o k to h im im m e d ia te ly . (S U C H )
system w ith a c o m p le te ly n e w o n e . (IS)
M y n e w b o y frie n d is ______________________________
In th e USA, th e o ld e d u c a tio n a l s y s te m ___________
all m y frie n d s t o o k to h im im m e d ia te ly .

6 C o u ld y o u t a lk us th r o u g h th e m a in p o in ts o f y o u r
w ith a c o m p le te ly n e w one.
le c tu re o n c e m ore ? ( M IN D )
2 I'm sure he h a s n 't b e en w o r k in g n ig h t s h ift fo r
W o u l d _____________________________________________
a lo n g tim e . (H A V E )
th e m a in p o in ts o f y o u r le c tu re o n c e m ore ?

m H e _______________________________________________
fo r a lo n g tim e .

^ C o m p le te th e sentences so th a t th e m e a nin g is th e 3 L is te n in g to h im y o u 'd t h in k he k n o w s e v e ry th in g

same as in th e o rig in a l sentences. a b o u t e n v iro n m e n ta l p r o te c tio n . (T H O U G H )
He s p e a k s _________________________________________
1 I'm sure it w a s n 't T o m w h o b ro k e th e w in d o w as he
e v e ry th in g a b o u t e n v iro n m e n ta l p ro te c tio n .
w as w ith us all th e tim e .
4 'S to p fa llin g o u t o v e r such a triv ia l th in g !' he s h o u te d
It c o u ld n 't _________________________________________
a t us. (D E M A N D E D )
as he w as w ith us all th e tim e .
H e _________________________________________________
2 I re g re t t h a t I a n n o u n c e d m y re s ig n a tio n a t o u r last
o v e r such a triv ia l th in g .
s ta ff m e e tin g .
5 I t h in k it w as w ro n g o f y o u t o s tic k y o u r n e c k o u t o f
If o n l y _____________________________________________
her. (W ERE)
a t o u r last s ta ff m e e tin g .
If I _________________________________________________
n e c k o u t f o r her.

6 I’m a fra id , I c a n n o t d o a n y th in g t o h e lp y o u in th is
s itu a tio n . (THERE)
I'm a f r a id , _________________________________________
y o u in th is s itu a tio n .

58
^ C o m p le te th e sentences so th a t th e m e a nin g is th e
same as in th e o rig in a l sentences.
1 Y o u d id n 't ta k e p ro p e r care o f y o u r fe e t w h e n y o u
w e re y o u n g a n d th a t's w h y y o u m u s t w e a r o n ly fla t
shoes n o w .
If y o u _____________________________________________
o n ly fla t shoes no w .
2 T h e y say R o b e rt is s lo w ly re c o v e rin g a fte r his
d a u g h te r's d e a th .
R o b e rt is s a id _____________________________________
his d a u g h te r's d e a th .
3 N o b o d y m a n a g e d to w r ite a p a p e r o n a n c ie n t
G reece o n tim e .
E v e ry b o d y f a ile d __________________________________
o n tim e .
4 If th e re are a n y q u e s tio n s , please d o n o t h e s ita te to
c o n ta c t o u r lo c a l re p re s e n ta tiv e .
S h o u ld ___________________________________________
o u r lo ca l re p re s e n ta tiv e .
5 Y o u re a lly n e e d to t id y u p y o u r fla t b e fo re y o u t h r o w
a h o u s e -w a rm in g p a rty .
Y o u r f l a t __________________________________________
y o u t h r o w a h o u s e -w a rm in g p a rty .
6 'W h y d id y o u t h r o w aw ay m y fa v o u rite s o ft toy? '
asked m y son.
M y son asked m e _________________________________
fa v o u rite s o ft to y.
0 C o m p le te th e sentences using th e w o rd s given so
th a t th e m ea nin g is th e same as in th e o rig in a l
sentences.
1 Is it all r ig h t w ith y o u if I leave th e se le tte rs
u n a n s w e re d to d a y ? ( M IN D )
W o u l d ___________________________________________
u n a n s w e re d to d a y?
2 M y d a u g h te r has to s tu d y h a rd be cau se she w a n ts to
have b e tte r ca re e r p ro s p e c ts . (O R D E R )
M y d a u g h te r ______________________________________
b e tte r ca re e r p ro s p e c ts .
3 T h e y gave m y h u s b a n d a s h o rt o v e rv ie w o f A m e ric a n
h is to ry w h ile he w as v is itin g th e USA. (W A S )
M y h u s b a n d ______________________________________
his v is it to th e USA.
4 I w o u ld like o u r g o v e rn m e n t to m a k e an e f f o r t to
re s tra in in fla tio n . (R A T H E R )
I __________________________________________________
to re s tra in in fla tio n .
5 T h e p e rs o n I re a lly re s p e c t is m y g ra n d fa th e r. (L O O K )
T h e p e r s o n _______________________________________
m y g ra n d fa th e r.
6 W h e n d id y o u r p a re n ts g e t m a rrie d ? (L O N G )
H o w _____________________________________________
m a rrie d ?
a
TO TAL: Ш
CO
о
о
7Г
© Pearson Central Europe Sp. z o. o. 2012
59
 TEST 3 OPEN CLOZE

C o m p le te th e sentences w ith one w o rd in each gap.
1 A b ic y c le is a p e d a l-d riv e n la n d v e h ic le w ith t w o
w h e e ls a t t a c h e d _______________ a fra m e , o n e in
f r o n t o f th e o th e r.
2 _______________ liv e d in Paris, B a rce lo n a a n d Rom e,
she speaks flu e n t F rench, Ita lia n a n d Spanish.
3 A n u m b e r o f n e w p ro p o s a ls have b e e n ___________
fo r w a r d by th e g o v e rn m e n t w ith reg ard s to c re d it
c a rd re g u la tio n .
H a v in g a d o g to w a lk e n c o u ra g e s re g u la r exercise
a n d m o s t p e t o w n e rs go f o r a w a lk w ith th e m
_______________ in v e ry ba d w e a th e r.
A fe w w e eks ago I _______________ m y h a ir c u t in to a
s h o rt s p ik y style.
W e have to use th e sta irs • I'm a fra id th e li f t is o u t o f
_______________ again!
I p re te n d e d to be ill in o rd e r t o g e t .
o f d o in g m y h o m e w o rk .
8 M y siste r k n o w s . . a b o u t c o m p u te rs ,
e x c e p t h o w t o tu r n th e m on.
E m p lo y e e su rve ys can reveal a g r e a t .
a b o u t h o w e m p lo y e e s feel a n d th in k .
10 I t _______________ been e s tim a te d t h a t s m o k e rs
d o u b le t h e ir cha nce s o f h a v in g a h e a rt a tta c k .
11 I lo v e d th e f ilm a b o u t p e n g u in s y e s te rd a y - it was
© Pearson Central Europe Sp. z o. o. 2012
Read th e te x t and c o m p le te th e sentences w ith one
w o rd in each gap.
STREET NEWSPAPER
Street newspapers are newspapers or magazines
sold by homeless or poor individuals and produced
mainly to support these populations. Most
1________ newspapers primarily provide coverage
about homelessness and poverty-related issues,
and seek2_________strengthen social networks
within homeless communities. Street papers aim
to give these individuals both employment
opportunities 3_________a voice in their
community'.
In the late 19th and early 20th centuries several
publications by charity, religious, and labour
organisations tried to 4_________attention to
the homeless, but street newspapers only became
common after the founding of New York City’s
Street News in 1989.
Street newspapers 5_____ sold mainly by
homeless individuals, but the newspapers vary in
how much content is submitted by them and how
much of the coverage pertains to them: while
some papers are written and published mainly
by homeless contributors,6________ have
a professional staff and attempt to emulate

b y ___________ th e b e st d o c u m e n ta r y I've w a tc h e d mainstream publications. These differences have

re c e n tly . caused controversy 7________street newspaper
12 R o b e rt w as t o ___________ . ta k e n p a r t in th e
publishers over what type of material should be
b a s k e tb a ll c o m p e titio n , b u t u n fo r tu n a te ly he fell
covered and to what8_________the homeless
s e rio u s ly ill.
should participate in writing and production.
One popular street newspaper, The Big Issue, has
13 _______________ I lik e a b o u t Fiona's n e w b o y frie n d is
9________ a focus of this controversy because it
t h a t he seem s a v e ry in te llig e n t a n d c a rin g guy.
concentrates on attracting a large readership
14 I'm a fra id w e 'v e _______________ o u t o f m ilk - c o u ld through coverage of mainstream issues and popular
y o u g e t s o m e o n th e w a y b a c k fr o m w o rk ? culture, whereas other newspapers emphasise
15 T h e m o re I le a r n ,_______________ m o re I feel I d o n 't homeless advocacy and social issues and
re a lly k n o w t h a t m u c h . ________ less of a profit.
16 C o u ld y o u ___________ . m e a fa v o u r a n d p o s t th is
le tte r to d a y ?
Adapted from: http://en.wikipedia.org/wiki/Street_newspaper
17 _______________ th e fa c t t h a t th e re are o n ly a h a n d fu l
o f d egrees in th e se s u b je c ts , y o u d o have q u ite a lo t
o f o p tio n s here. TOTAL:

18 I d id n 't le arn a n y th in g a t all - t h a t le c tu re was

a c o m p le t e _______________ o f tim e .

19 A f te r th e p a rty , A n t h o n y in s is te d _______________
w a lk in g w ith m e t o m a k e sure t h a t I w as all rig h t.

20 O n ly a fte r fin is h in g th e c o n v e rs a tio n w ith T o m

_______________ I re m e m b e r t h a t I h a d fo r g o tte n
to te ll h im a b o u t th e p a rty .

60
TEST 4 WORD BUILDING
^ C o m p le te th e gaps w ith w o rd s fo rm e d fro m th e
w ords in c a p ita l le tte rs.
1 His s o n g -w ritin g is u n iq u e a n d his lyrics c o n ta in
p o litic a l, p h ilo s o p h ic a l a n d ______________________
(LIT E R A T U R E ) in flu e n c e s .
2 T h e P a rth e n o n w a s ______________________ (O FFIC E)
c a lle d th e T e m p le o f A th e n a th e V irg in .
3 D e a th V a lle y N a tio n a l M o n u m e n t was
______________________ (C L A IM ) in 1933, p la c in g th e
area u n d e r fe d e ra l p ro te c tio n .
4 A v iru s is a m ic r o s c o p ic ______________________
(IN F E C T ) a g e n t t h a t can re p ro d u c e o n ly in sid e
a h o s t cell.
5 T h e s to n e e le m e n ts s u rv iv e o n ly in p a rt, b u t th e y are
g o o d ______________________ (DESCRIBE) o f m o s t o f
th o s e p a rts t h a t have been lost.
6 T he P u litz e r Prize w as n a m e d a fte r th e A m e ric a n
n e w s p a p e r______________________ (P U B L IS H ) Joseph
P ulitzer.
7 T he s tu d y f o u n d t h a t th o s e p e o p le w h o a d h e re d
m o s t ______________________ (CLO SE) to a ty p ic a l
M e d ite rra n e a n d ie t liv e d re la tiv e ly longer.
8 T h e s c ie n tis ts d e c id e d t o ______________________
(B R O A D ) th e sco p e o f research.
9 M a n y ty p e s o f v iru s have b e en d e s c rib e d in
d e ta il, a lth o u g h m o s t o f th e m s till re m a in
(D IS C O V E R ).
10 H e r c o m p o s itio n s have e x tra o rd in a ry
(P O E TR Y ) p o w e r.
11 T h e b u ild in g w a s ______________________
(E L A B O R A T E ) d e c o ra te d w ith m a rb le s c u lp tu re s .
12 T h e o rig in s o f viru se s in t h e ______________________
(E V O L U T IO N ) h is to ry o f life are unclear.
13 T h e p la ce w e v is ite d in G reece is re g a rd e d as o n e o f
th e w o rld 's g r e a t ______________________ (C U LT U R E )
m o n u m e n ts .
14 T h e g o v e rn m e n t o ffic ia ls h o p e t h a t f u n d in g a n d
t e c h n ic a l______________________ (ASSIST) w ill be
p ro v id e d by th e E u ro p e a n U n io n .
15 M y fa th e r lo o k e d a t m e ______________________
(A P P R O V E ) w h e n he h e a rd t h a t I h a d re ce ive d
a s p e e d in g tic k e t.
16 T he tr a in in g w as v e r y ______________________
(IN F O R M A T IO N ) a n d gave a g o o d in s ig h t in to h o w
a u d its are c a rrie d o u t.
17 A h e a lth y life s ty le can h e lp b o o s t y o u r fitn e s s levels
a n d y o u r se lf-e ste e m as w e ll a s ____________________
(L O N G ) y o u r life span.
18 T h e ______________________ (C O N S U M E ) o f m e a t
in in d u s tria lis e d c o u n trie s has been d e c re a s in g fo r
years.
19 T his n a tio n a l p a rk is v is it e d ______________________
(A N N U A L ) by m o re th a n 70 0,00 0 to u ris ts .
20 T h e P a r th e n o n ______________________ (P LA C E )
an o ld e r b u ild in g t h a t h a d b e en d e s tro y e d by th e
Persians.
^ Read th e te x t and c o m p le te th e gaps w ith w ords
fo rm e d fro m th e w o rd s in c a p ita l le tte rs .
THE TIME TRAVELER’S WIFE
The Time Traveler's Wife, published in 2003, is
the debut novel of American author Audrey
Niffenegger. It is a love story about a man with
a 1_________________(GENE) disorder that
causes him to time travel2_________________
(PREDICTABLE). and about his wife, an artist, who
has to cope with his frequent3_________________
(ABSENT) and dangerous experiences. Niffenegger.
frustrated in love when she began the work,
wrote the story as a metaphor for her failed
relationships. The tale’s 4_________________
(CENTRE) relationship came to her suddenly and
5_________________ (SUBSEQUENT) supplied
the novel’s title. The novel, which has been
6_________________ (CLASS) as both science
fiction and romance, examines issues of love, loss,
and free will. In particular, it uses time travel to
explore causes o f7_________________
(COMMUNICATE) and distance in relationships,
while also investigating deeper8_______________
(EXIST) questions. The book became
a 9_________________(SELL) and as of March
2009 had sold 10_________________(NEAR)
2.5 million copies in the United States and the
United Kingdom. A film version was released in
August 2009.
lW 111,1" ..........
http: en.wikipedici.org wiki Wikipedia:Today%27sfeatured__
article, October_2009
Ш
TOTAL: Д Ц
61
A nswer Key
'e s t 4 W 2
T ests • V o c a b u l a r y ork
If 2d 3a 4e 5c 6b
і
1 plum ber 3
est і Peo ple 2 civil 1 on 2 in 3 up 4 o ff 5 o u t/o ff
і 3 salary 4
1 exhausted 4 income 1 departure
2 exhilarated/elated 5 p ro fit 2 arrival
3 terrified 6 pension 3 unattended
4 vain 7 prospects 4 collision
5 efficient 8 leave
2 IT e s t 8 C u l t u r e
2
1 glance 1 out 2 on 3 w ith 4 under і
2 lean 5 in 6 of literature: simile, stanza
3 whisper theatre: stage, stalls
3
4 bang film : extra, cast
1 unem ployed
5 fold music: bar, key
2 employee
3 visual arts: easel, engraving
3 beautician
1 of 2 on 3 on 4 in 5 on 4 retirem ent 2
4 5 repetitive 1 colum n
1 supportive 6 counsellor 2 still
2 illogical 3 based
3 m atu rity est s Fa m i l y a n d s o c i a l l if e 4 set
4 assumption і 3
5 disorganised 1 siblings 1 cartoonist
2 spouse 2 co n d ucto r
est 2 Home
3 groom 3 violinist
і 4 newlyweds 4 circulation
1 studio 5 m ourning 5 playw right
2 radiator 6 support 6 com plexity
3 estate 7 acquaintance
4 replace 8 circle est 9 H ealth / Sp o r t
5 mortgage і
2
2 1d 2e 3f 4a 5b 6c 1 recover
1c 2e 3d 4a 5b 2 treat
3
3 3 cure
1 in 2 by 3 of 4 up 5 out 6 in
1 out 2 up 3 in 4 up 5 up 4 heal
4 T e s t 6 Fo o d / S h o p p i n g and 6 test
s e r v ic e s _____________
1 spacious 2
2 stylish і 1 pox
3 length 1 fibre 2 cast
4 residential 2 grate 3 speech
5 maintenance 3 barcode 4 visually
4 giftw rap 5 slam
est з Sc h o o l 5 account
3
1 2 Id 2a 3e 4b 5c
1 boarding 1d 2c 3e 4a 5b 4
2 nursery
3 1 strength
3 vocational
1 o ff 2 in 3 out 4 in 5 by 2 allergic
4 terms
4 3 disability
5 degree
1 dissatisfied 4 achievements
2
2 satisfactory 5 injury
Id 2e 3a 4b 5c
3 p ro o f
3 est i o Sc i e n c e a n d tec h n o lo g y
4 faulty
1 in 2 out 3 behind, up 4 down
5 com plaint і
4 1d 2e 3b 4c 5a
1 memorise est 7 T r a v e l l in g a n d t o u r is m
2
2 ability і 1 confirm
3 academic 1 ju n ctio n 2 reject
4 Dyslexic 2 caravan 3 analyse
5 creative 3 handlebar 4 publish
4 com m uter 5 remains
5 fare 6 investigate

62
 est з O pen c lo ze
1 between 2 of 3 on 4 out
T ests • U se o f En g l is h
1
4 1 to 11 far
1 Web L est 1 M u l t ip l e c h o ic e
2 Having 12 have
2 M em ory і 3 put 13 W hat
3 display 1A 2 В 3B 4D 5 В 6D 7C 8A 4 even 14 run
4 shortcuts 9A 10 В 5 had/got 15 the
5 stick 2 6 order 16 do
1D 2 А ЗА 4 C 5 В6A 7C 8D 7 out 17 Despite
est 11 Nature a n d e n v ir o n m e n t
9A 10C 8 nothing 18 waste
3 9 deal 19 on
1 forget-m e-not 6 swan 10 has 20 did
1B 2 С 3C 4A 5D6A 7В 8A
2 daffodil 7 drizzle
9 C 10 В 2
3 birch 8 sleet
1 such 6 others
4 pine 9 mist est 2 Se n t e n c e t r a n s f o r m a t io n s 2 to 7 among
5 sparrow 10 gale 3 and 8 extent/degree
2 had her flowers watered 4 d ra w /a ttra ct 9 been
1 range inquired if I had had to experim ent 5 are 10 earn/make
2 penisula m ust have been cheating
3 nest 4 had better check all the figures iT e s t 4 W o r d b u il d in g

4 hibernate 5 such an intelligent person/m an/boy that і

5 acid 6 you m ind talking us through 1 literary 11 elaborately
6 fossil 2 officially 12 evolutionary
3 1 have been Tom who broke the w indow 3 proclaimed 13 cultural
1 emissions 2 I hadn't announced my resignation 4 infectious 14 assistance
2 disastrous 3 since I donated something 5 descriptions 15 disapprovingly
3 endangered 4 me not to stand for 6 publisher 16 inform ative
4 renewable 5 up w ith such language and disrespect 7 closely 17 lengthen

6 hadn't been overdrawn several times, 8 broaden 18 consum ption

est i 2 St a t e a n d s o c ie t y
I w o u ld /m ig h t get a loan 9 undiscovered 19 annually
10 poetic 20 replaced
3
pass, im plem ent, apply 1 is being replaced 2
speech 2 can’t have been w orking night shift 1 genetic 6 classified
demand 3 as though he knew 2 unpredictably 7 m iscom m unication
p ro fit 4 demanded th a t we (should) stop falling 3 absences 8 existential
out 4 central 9 bestseller
c 2f 3d 4a 5b 6e 5 were you, 1w o u ld n 't have stuck my 5 subsequently 10 nearly
6 there is n othing I can do to help
of 4
from 1 had taken proper care o f your feet when
against you were young, you wouldn't have to wear
of 2 to be slowly recovering after
3 to w rite /in w ritin g a paper on ancient

destruction Greece

im prisonm ent 4 you have/there be any questions, please

do not hesitate to contact
Economic
5 needs/wants tidying up/needs to be tidied
economise
up before
6 why I had th ro w n away his

1 you m ind if I left

2 has to study hard in order to have
3 was given a short overview o f American
history during
4 w o u ld /'d rather our governm ent made
an effort
5 I really look up to is
6 long have your parents been
Pearson Central Europe Sp. z o. o.
ul.Jana O lbrachta 94
01-102 Warszawa

www.pearsonELT.com

© Pearson Central Europe Sp. z o.o. 2012

A ll rights reserved. No p a rt o f this publication may be reproduced,

stored in a retrieval system, or transm itted in any fo rm or by any means,
electronic, mechanical, photocopying recording or otherwise w ithout the
p rio r written permission o f the copyright holders.

The rights o f M arta Uminska and D om inika Chandler to be identified

as the authors o f this w ork have been asserted by them in accordance
w ith the Copyright, Designs and Patents Act, 1988.

First published 2012

T hird impression 2012

Set in 10/12pt Cronos Pro

Printed in Poland

ISBN 978-83-7600-044-2 (Teacher's Book)

Illustrated by: Katarzyna Chmiel-Gugulska

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The publisher grants permission for the photocopying o f those
pages marked 'photocopiable' according to the fo llow ing conditions.
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Acknowledgements
The publisher w o u ld like to thank the fo llow ing fo r th e ir kind
permission to reproduce th e ir photographs:

iStockphoto: Andrew Howe (sparrow, great tit), M a tt Hayes (swan),

M ile High Traveler (magpie), Rich Lindie, W ill Selarep (seagull)

Cover image: Front: Polska Agencja Prasowa

A ll oth er images © Pearson Education

Picture Research by: Andrea Duffy

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edition o f this publication.
 R E A D IN G L IS T E N IN G U SE O F E N G L IS H S P E A K IN G W R IT IN G
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